تقنية تعلم وتعليم اللغة الإنجليزية"كلغة أجنبية" بمساعدة الحاسوب مع الإشارة إلى المدرسين تحت التدريب

**د. عبد الله بن محمود** · 24/Mar/2010, 01:08 PM

عنوان الرسالة :
تقنية تعلم وتعليم اللغة الإنجليزية"كلغة أجنبية" بمساعدة الحاسوب مع الإشارة إلى المدرسين تحت التدريب بجامعة صنعاء .

الباحث: د / عادل حسين صياد محمد

الدرجة العلمية: دكتوراه

الجامعة: جامعة ميرات

الكلية: كلية الاداب

القسم: قسم اللغة الإنجليزية

بلد الدراسة: الهند

لغة الدراسة: الإنجليزية

تاريخ الإقرار: 2007

Preface:
The recent revolutionary developments in information and communication technologies havechanged our world into what is called a knowledge society, where information is moreglobally shared and freely accessed than ever before. Such advances affect all aspects of education, particularly, the approaches of teaching and learning. The traditional approaches, in which traditional skills of information gathering and storing as well as the mere learning of facts will no longer be sufficient to live, work and learn in this society.
In today’s world, such traditional transmission models of teaching and learning tend to be replaced by models which emphasize information processing and knowledge construction. Such innovative approaches aim to make the learner play the role of an active constructor of this knowledge. To help the learner achieve this role, formal instruction needs to allow for greater individualization where the learner is allowed to take decisions on what, how and when to learn. The teacher should be a facilitator of knowledge instead of being a traditional disseminator.
Formal instruction needs to allow for more individualization to address learners’ individual differences. This allows each learner to study what suits his needs; interest and learning level at his own pace. Such a process will help in raising the learner’s responsibility for his learning, his individual abilities and strategies to be self- reliant in life long learning.
The study reported in this thesis is an attempt to explore how Computer Assisted Language Learning (CALL) facilitates autonomous learning. The scope of this study is limited to study how using computers can help Yemeni EFL learners to be more self-directed readers when they read in English. This study aims to find out:
1.What are the advantages of computer assisted reading materials over conventional reading materials in facilitating individualized EFL reading?
2.Is raising awareness of reading strategies sufficient for facilitating independent reading?
3.Do group activities in collaborative reading and social think-aloud expose learners to alternative strategies used by peers and encourage them to use it?
4.What are the reading strategies used by EFL Yemeni learners when they read an English text from the computer screen and from the traditional printed paper?
5.Do computer assisted reading materials facilitate independent reading to an extent greater than conventional reading materials? If so,
6.What are the advantages of computer assisted reading materials over conventional materials in facilitating autonomous reading?
The scope of this study is limited to a selected 50 students divided into two groups, the first group was 25 computer-literate Yemeni learners studying English as a Foreign Language in the English Department, Sa’adah Faculty of Education, Sana’a University. They were exposed for a period of time (within four phases) to online computer assisted reading materials. Every learner was shown and allowed to use all the computer facilities that help him/her to find, read and understand the given texts. These learners’ responses to the tasks given with the reading texts were analysed, also these subjects were given a strategy reading questionnaire before and at the end of this study to elicit information from them regarding the reading strategies they employ before and after the strategy training.
Their performance and responses has been compared to the performance and responses of another 25 subjects who were given the same reading materials but in a print format in a conventional classroom setting. Both the two groups received same treatments and procedures the only difference is in the medium of presenting the materials. In the first group the learners use the computer to read the texts, do the tasks and communicate to each other using the online facilities. In the second group learners only used their traditional reading materials and collaborate to each other to do the reading tasks.
The results show raising awareness of reading strategies is important but not sufficient to facilitate independent reading. Learners should be encouraged to make use of their peers’ reading strategies through collaborative and social think-alouds activities. Also the results show that that computer supports autonomous reading to an extent greater than that of the conventional reading materials. The materials offered on the computer has many advantages over conventional material. It motivates the learner, allows him to read at his own pace, repeat and devise the reading passage, as he likes. It enhances the learner’s cognitive process, enables authentic collaborative communication to encourage passive learner to participate in the online discussion of the reading tasks, provides plenty of authentic reading resources in the target language and it aids the text with many processing tools such as concordancer, word profiler, online textbuilder, clozetext builders, text processor, and online dictionaries and thesaurus.
The format of the report takes the following shape:
Chapter I presents a historical overview for Computer Assisted Language Learning in correspondence to Language Teaching/ Learning Theories. Computer facilities for EFL reading will be overviewed with a brief introduction of the present study its scope, purposes and the rationale for using computer.
Chapter II presents the background of the study, with a review of the situation of Teaching English as a Foreign Language in Yemen and the importance of reading and the teaching of reading. This is followed by a definition of individualized instruction, its importance, the need for individualized EFL reading and the importance of strategy training to make the learners more autonomous.
Chapter III presents an overview of reading theories and how they account for the process of reading a text. Learning strategies will be examined to have a through understanding of reading strategies and how training learners to use such strategies will lead to autonomy in learning. The process of individualizing reading. A summary of research studies that have been done in the area is also presented along with a statement on what this study attempts to do.
Chapter IV describes how this study is designed to access the reading strategies used by the subjects of this study and what are the tool used to generate awareness of strategies and how they are encouraged not only to be aware of these strategies but also to employ them whenever they need to. Who are the subjects, why selecting them, statement of the problem, the research questions and hypotheses of the study will be presented.
Chapter V, in this chapter we reproduce the primary data, i.e, the readers’ responses to the tasks, which followed every text given for comprehension. These data are then, analysed and interpreted to make clear how strategy use gets reflected in reading responses and also reveal the growth or the lack of it in each individuals’ use of reading strategies as the study progressed. The analysis will also help to recognize the advantages of computer to facilitate comprehension monitoring, collaborative reading and social TOL, to create independent and better readers.
Chapter VI presents the study conclusion, recmmendations and discussion of the study findings in more details with more emphasis on the facilities provided by Computer Assisted reading materials and comparing these facilities to these of the tradional printed materials (books, paper, handouts .etc). The common and distinctive feature of each meduim will be shown. Then how such facilities can be integrated particularly, software programmes in a successful reading strategy programme , what this programme is expected to address, how startegy can be taught, what is the role of the teacher and that of the learners. After this, we present our recommendations for integrating the use of computer to facilitate learners' autonomy in the reading programme of teacher–trainees in Sana’a University,Yemen. Finally, this chapter ends with the limitation of this study and suggestions for further research studies.

[فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ]
منتدى الإيوان
[فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ]

24/Mar/2010, 01:08 PM	#1 (permalink)
د. عبد الله بن محمود عضو اللجنة الاستشارية للمنتدى تاريخ التسجيل: Jan 2009 المشاركات: 457 Thanks: 102 Thanked 85 Times in 44 Posts معدل تقييم المستوى: 4	تقنية تعلم وتعليم اللغة الإنجليزية"كلغة أجنبية" بمساعدة الحاسوب مع الإشارة إلى المدرسين تحت التدريب عنوان الرسالة : تقنية تعلم وتعليم اللغة الإنجليزية"كلغة أجنبية" بمساعدة الحاسوب مع الإشارة إلى المدرسين تحت التدريب بجامعة صنعاء . الباحث: د / عادل حسين صياد محمد الدرجة العلمية: دكتوراه الجامعة: جامعة ميراتالكلية: كلية الادابالقسم: قسم اللغة الإنجليزية بلد الدراسة: الهندلغة الدراسة: الإنجليزيةتاريخ الإقرار: 2007 Preface: The recent revolutionary developments in information and communication technologies havechanged our world into what is called a knowledge society, where information is moreglobally shared and freely accessed than ever before. Such advances affect all aspects of education, particularly, the approaches of teaching and learning. The traditional approaches, in which traditional skills of information gathering and storing as well as the mere learning of facts will no longer be sufficient to live, work and learn in this society. In today’s world, such traditional transmission models of teaching and learning tend to be replaced by models which emphasize information processing and knowledge construction. Such innovative approaches aim to make the learner play the role of an active constructor of this knowledge. To help the learner achieve this role, formal instruction needs to allow for greater individualization where the learner is allowed to take decisions on what, how and when to learn. The teacher should be a facilitator of knowledge instead of being a traditional disseminator. Formal instruction needs to allow for more individualization to address learners’ individual differences. This allows each learner to study what suits his needs; interest and learning level at his own pace. Such a process will help in raising the learner’s responsibility for his learning, his individual abilities and strategies to be self- reliant in life long learning. The study reported in this thesis is an attempt to explore how Computer Assisted Language Learning (CALL) facilitates autonomous learning. The scope of this study is limited to study how using computers can help Yemeni EFL learners to be more self-directed readers when they read in English. This study aims to find out: 1.What are the advantages of computer assisted reading materials over conventional reading materials in facilitating individualized EFL reading? 2.Is raising awareness of reading strategies sufficient for facilitating independent reading? 3.Do group activities in collaborative reading and social think-aloud expose learners to alternative strategies used by peers and encourage them to use it? 4.What are the reading strategies used by EFL Yemeni learners when they read an English text from the computer screen and from the traditional printed paper? 5.Do computer assisted reading materials facilitate independent reading to an extent greater than conventional reading materials? If so, 6.What are the advantages of computer assisted reading materials over conventional materials in facilitating autonomous reading? The scope of this study is limited to a selected 50 students divided into two groups, the first group was 25 computer-literate Yemeni learners studying English as a Foreign Language in the English Department, Sa’adah Faculty of Education, Sana’a University. They were exposed for a period of time (within four phases) to online computer assisted reading materials. Every learner was shown and allowed to use all the computer facilities that help him/her to find, read and understand the given texts. These learners’ responses to the tasks given with the reading texts were analysed, also these subjects were given a strategy reading questionnaire before and at the end of this study to elicit information from them regarding the reading strategies they employ before and after the strategy training. Their performance and responses has been compared to the performance and responses of another 25 subjects who were given the same reading materials but in a print format in a conventional classroom setting. Both the two groups received same treatments and procedures the only difference is in the medium of presenting the materials. In the first group the learners use the computer to read the texts, do the tasks and communicate to each other using the online facilities. In the second group learners only used their traditional reading materials and collaborate to each other to do the reading tasks. The results show raising awareness of reading strategies is important but not sufficient to facilitate independent reading. Learners should be encouraged to make use of their peers’ reading strategies through collaborative and social think-alouds activities. Also the results show that that computer supports autonomous reading to an extent greater than that of the conventional reading materials. The materials offered on the computer has many advantages over conventional material. It motivates the learner, allows him to read at his own pace, repeat and devise the reading passage, as he likes. It enhances the learner’s cognitive process, enables authentic collaborative communication to encourage passive learner to participate in the online discussion of the reading tasks, provides plenty of authentic reading resources in the target language and it aids the text with many processing tools such as concordancer, word profiler, online textbuilder, clozetext builders, text processor, and online dictionaries and thesaurus. The format of the report takes the following shape: Chapter I presents a historical overview for Computer Assisted Language Learning in correspondence to Language Teaching/ Learning Theories. Computer facilities for EFL reading will be overviewed with a brief introduction of the present study its scope, purposes and the rationale for using computer. Chapter II presents the background of the study, with a review of the situation of Teaching English as a Foreign Language in Yemen and the importance of reading and the teaching of reading. This is followed by a definition of individualized instruction, its importance, the need for individualized EFL reading and the importance of strategy training to make the learners more autonomous. Chapter III presents an overview of reading theories and how they account for the process of reading a text. Learning strategies will be examined to have a through understanding of reading strategies and how training learners to use such strategies will lead to autonomy in learning. The process of individualizing reading. A summary of research studies that have been done in the area is also presented along with a statement on what this study attempts to do. Chapter IV describes how this study is designed to access the reading strategies used by the subjects of this study and what are the tool used to generate awareness of strategies and how they are encouraged not only to be aware of these strategies but also to employ them whenever they need to. Who are the subjects, why selecting them, statement of the problem, the research questions and hypotheses of the study will be presented. Chapter V, in this chapter we reproduce the primary data, i.e, the readers’ responses to the tasks, which followed every text given for comprehension. These data are then, analysed and interpreted to make clear how strategy use gets reflected in reading responses and also reveal the growth or the lack of it in each individuals’ use of reading strategies as the study progressed. The analysis will also help to recognize the advantages of computer to facilitate comprehension monitoring, collaborative reading and social TOL, to create independent and better readers. Chapter VI presents the study conclusion, recmmendations and discussion of the study findings in more details with more emphasis on the facilities provided by Computer Assisted reading materials and comparing these facilities to these of the tradional printed materials (books, paper, handouts .etc). The common and distinctive feature of each meduim will be shown. Then how such facilities can be integrated particularly, software programmes in a successful reading strategy programme , what this programme is expected to address, how startegy can be taught, what is the role of the teacher and that of the learners. After this, we present our recommendations for integrating the use of computer to facilitate learners' autonomy in the reading programme of teacher–trainees in Sana’a University,Yemen. Finally, this chapter ends with the limitation of this study and suggestions for further research studies. [فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ] منتدى الإيوان [فقط الأعضاء المسجلين يمكنهم رؤية الروابط. ] آخر تعديل بواسطة د. عبد الله بن محمود ، 24/May/2010 الساعة 01:58 PM

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