Ph.D / Teaching & Learning
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- ItemCONTROL-VALUE APPRAISALS, ACHIEVEMENT EMOTIONS AND ENGAGEMENT; A TASK-VALUE INTERVENTION SECOND LANGUAGE ACQUISITION(2023-07-27) Maysa Mahdi AbuzantEmotions in second language acquisition have started to gain immense attention in the past few years. One of the main theories that is being used to investigate students’ achievement emotions is Pekrun’s Control Value Theory of Achievement Emotions. This research, using the Control Value Theory of Achievement Emotions, aims to investigate the relationship between control and value appraisals, achievement emotions and engagement. To achieve these aims, this research was divided into two studies; Study 1 adopted a correlational design to investigate the relationship between appraisals of control and value, their interaction and the effect they have on anxiety, boredom, enjoyment, and engagement in the context of second language acquisition. Data for Study 1 was collected from 515 university students enrolled in an English language course. The data was analyzed using Hayes’ PROCESS MACRO. The results indicated that students perceived intrinsic, attainment and utility value interacted differently with students perceived control to affect anxiety, boredom, enjoyment and engagement. The results highlight the role played by intrinsic value in the relationship between control and anxiety, and control and enjoyment. As for study 2, a qusai-experimental design was adopted to investigate the efficacy of a task value intervention on students’ appraisals of control and value, and their effect on anxiety, enjoyment and boredom. Participants for Study 2 were 61 university level English language learners who were grouped into a control and an experiment group. Results indicated that students’ value appraisals were affected by an intervention that targeted their task value, which led to students experiencing greater levels of enjoyment and lower levels of boredom and anxiety in the language classroom. The results of this study offer insights into the efficacy of a task value intervention in SLA on students’ value appraisals and their emotions inside the English language classroom. Keywords: Emotions, second language acquisition, Control-Value Theory, control appraisals, value appraisals, moderation, interaction, task value intervention.
- Itemالنمذجة البنائية للسيطرة الدماغية والمهارات الحياتية وأنماط التفكير لدى طلبة الصف العاشر في المدارس الحكومية في فلسطين(2023-07-17) محمد عبد الكريم محمود القاسمهدفت الدراسة التعرف إلى نمط السيطرة الدماغية السائد لدى طلبة الصف العاشر في المدارس الحكومية في فلسطين، وتحديد درجة امتلاكهم للمهارات الحياتية وأنماط التفكير السائدة لديهم، إضافة إلى تقصي العلاقة بين كل من السيطرة الدماغية، والمهارات الحياتية، وأنماط التفكير، واستكشاف أفضل نموذج بنائي يفسّر العلاقات السببية بين متغيرات الدراسة، وبناء نموذج مقترح لتنمية المهارات الحياتية وأنماط التفكير لطلبة المرحلة الثانوية. استخدمت الدراسة المنهج المختلط بشقية الكمي والنوعي، ففي الجانب الكمي تمّ استخدام المنهج الوصفي التحليلي، والمنهج الارتباطي بالاستعانة بمنهجية نمذجة المعادلة البنائية. ولغرض بناء النموذج المقترح لتنمية المهارات الحياتية وأنماط التفكير استخدم منهج البحث النوعي بالاعتماد على النظرية المجذرة .(Grounded Theory) تكونت عينة الدراسة من (1941) طالباً وطالبة من طلبة الصف العاشر في المدارس الحكومية، و(50) مشاركاً من المشرفين التربويين ومديري المدارس والمعلمين، واستخدمت الدراسة للجانب الكمي ثلاثة مقاييس: مقياس السيطرة الدماغية، ومقياس المهارات الحياتية، ومقياس أنماط التفكير، حيث تمّ التأكد من صدقها وثباتها. وفيما يتعلق بالجانب النوعي تمّ استخدام المقابلات شبه المنظمة، والاستبانة. أظهرت نتائج الدراسة أن نمط السيطرة الدماغية السائد لدى طلبة الصف العاشر في المدارس الحكومية هو النمط الأيسر، وأن درجة امتلاك طلبة الصف العاشر للمهارات الحياتية وأنماط التفكير درجة متوسطة على الدرجة الكلية للمجالات، وبينت النتائج أن أكثر أنماط التفكير تفضيلاً لدى الطلبة (التنفيذي، والمحلي، والخارجي)، وأقلها تفضيلاً (الهرمي، والتشريعي، والتحرري). وأظهرت النتائج وجود فروق ذات دلالة إحصائية بين متوسطات درجة امتلاك الطلبة للمهارات الحياتية، وأنماط التفكير على الدرجة الكلية للمجالات تعزى لمتغيرات: (الجنس، ومعدل الطالب، والرغبة في الالتحاق بالفرع التعليمي، ومكان السكن، والمديرية). وأظهرت النتائج صحة النموذج البنائي (المفترض) للعلاقات السببية (التأثيرات) بحيث يكون متغير المهارات الحياتية هو المتغير الوسيط بين السيطرة الدماغية وأنماط التفكير. كما أظهرت النتائج أن أفضل نموذج بنائي للعلاقات بين المتغيرات باستخدام تحليل المسار هو نموذج المهارات الحياتية كمتغير وسيط بين السيطرة الدماغية وأنماط التفكير، وتوصلت الدراسة إلى نموذج مقترح لتنمية المهارات الحياتية وأنماط التفكير لطلبة المرحلة الثانوية في المدارس الحكومية. أوصت الدراسة بضرورة إدراج مجال تنمية المهارات الحياتية وأنماط التفكير لدى طلبة المرحلة الثانوية في الخطة المدرسية، وتضمين المهارات الحياتية، وأنماط التفكير في جميع المباحث الدراسية للمرحلة الثانوية بصورة مخططة ومنظمة وتوزيعها بشكل يحقق التوازن والتكامل وبما يتناسب مع طبيعة المبحث الدراسي. الكلمات المفتاحية:النمذجة البنائية، السيطرة الدماغية، المهارات الحياتية، أنماط التفكير، الصف العاشر.
- ItemTHE EFFECTIVENESS OF A MODEL FOR CREATING INNOVATIVE OERS IN DEVELOPING TEACHERS' GLOBAL COMPETENCES(2023-06-23) Dua’ "Mohammad Esma’el" GhoshehThe current study aims to adopt a new instructional design model for creating innovative OER called the "GHOSHEH" model, and to explore Its effectiveness in developing teachers’ global competences. The GHOSHEH model incorporates OER with some learner-centered strategies that enable learners to practice, reflect on their practices, solve problems, and create innovative OER. The study answers the following questions: What are the processes involved in the implementation of the GHOSHEH model for creating innovative OER? What are the attributes of the GHOSHEH model regarding Rogers’ process for the diffusion of innovations? To what extent do teachers and experts agree on the consistency of the attributes of the GHOSHEH Model with Roger's attributes for successful innovations? How do teachers who applied the GHOSHEH model evaluate its effectiveness on their global competences? The study includes an intentional and purposive sample of 347 Palestinian teachers who enrolled in a training program at the National Institute for Educational Training (NIET) in Palestine and agreed to participate in the study. In addition, the sample composes of 37 experts from Palestine, Jordan, Saudi Arabia, Egypt, Oman, Kuwait, UAE, Iraq, and Yemen, who agreed to participate in workshops or a conference where the GHOSHEH model was presented. The study utilizes a specific design of mixed method which is a convergent parallel design. Data was collected using different instruments including a questionnaire for adopting the GHOSHEH model. A self-evaluation questionnaire for teachers' global competences. Four focus groups and a case study on implementing the model. Results show that teachers and experts highly agreed on the GHOSHEH model's five attributes that enable them to consider the model as innovative regarding Roger's process. These attributes include relative advantage, compatibility, complexity, trialability, and observability. Regarding the effectiveness of the GHOSHEH model on teachers' global competences the study provides qualitative and quantitative evidence of the significant effect of the GHOSHEH model on teachers' global competences. In light of these results, the study recommends the Ministry of Education adopt the GHOSHEH model. Moreover, it encourages conducting research on the effectiveness of the GHOSHEH model on students' competences and different skills. Keywords: Instructional design model, Open educational resources (OER), The GHOSHEH model, Rogers Diffusion of innovation, Teachers' Global Competences.
- ItemTHE ROLE OF EDUCATIONAL GAMES IN COMPENSATING EDUCATIONAL LOSS AND ITS IMPACT ON STUDENTS’ MOTIVATION TOWARDS FACE-TO-FACE AND E-LEARNING IN CRISES(2023-07-05) Kareema Abdel Kareem AliThe need to conduct this study emerges to shed light on the strategy of educational games as a strategy that helps students to learn in crises, compensate for what they missed in terms of knowledge, skills, and values, and to increase their motivation towards learning. This study aims to investigate the role of educational games in compensating for educational loss and its impact on students' motivation towards face-to-face and e-learning during crises in four Arab countries: Palestine, Syria, Iraq, and Yemen. The study adopts the mixed approach by using the qualitative descriptive approach which designs multiple case studies using open, semi-structured interviews with (40) educational experts. It also adopts the quantitative descriptive approach, using a questionnaire answered by (420) teachers from the four countries. The results of the study show the prominent role played by educational games in compensating for educational loss and increasing students' motivation toward learning in crises despite the difficulty of applying them in countries where there is no security. It concludes that there is a strong positive correlation between the use of educational games, compensating for educational loss, and increasing students' motivation towards learning in crises. The results also show that Palestinian and Iraqi teachers use educational games more than Syrian and Yemeni teachers. It also reveals that there are no differences in the average use of educational games between male and female teachers, or between teachers with scientific or literary specializations. Meanwhile, there are statistically significant differences due to the variables: school type, work in the field of compensating educational loss, educational qualification, professional experience, and the educational stage taught by the teacher. The results also reveal common challenges that face the employment of educational games. These challenges are: social, economic, technological, challenges related to school environment, and psychological challenges. The study shows the possibility to overcome these challenges by providing funding sources, preparing plans to employ educational games, and developing teachers' capabilities to implement them in their teaching practices. The study concludes that educational games play an important role in compensating for educational loss and increasing students' motivation towards learning in crises. The study recommends adopting educational games in the educational process. Keywords: educational games, educational loss, motivation, e-learning, education in crises.
- ItemTHE IMPACT OF GAMIFIED BLENDED LEARNING ON ENHANCING THE 11TH GRADERS' LEARNING ENGLISH LITERATURE IN JERUSALEM SUBURBS DIRECTORATE(2023-06-25) Safia Atia Mohammad TarteerGamification has been widely observed in learning English around the world. It made the process of teaching and learning more interactive. It enhanced the learning outcomes, particularly language teaching. This study aims to investigate the impact of gamified blended learning (here after GBL) on enhancing learning English literature for the 11th grade. The study population consisted of all the 11th graders (1440 students) in Jerusalem Suburbs Directorate. The sample consisted of (109) students from both genders in two secondary schools. The researcher adopted the mixed-method design to accomplish the goals using four instruments, an achievement test (pre-test and post-test), a perception questionnaire, a motivation questionnaire, and a semi-structured interview with (20) students. For data analysis, the researcher used the SPSS program to analyze data to achieve the study goals. Means and standard deviations were used to analyze the results of the two achievement tests. Moreover, paired sample test and the ANCOVA test were used to analyze each item of the two questionnaires. In addition, Cronbach's Alpha and Person correlation are used to check the reliability of each item of the questionnaires. Finally, a factor analysis was conducted to ensure the stability and validity of the study instruments. Data showed the suitability of the instruments for the study. Results of the achievement tests showed differences between the experimental group and control groups in favor of the experimental groups. This means that using GBL enhances students' achievement in learning English Literature. At the same time, the result of the analysis of the two questionnaires' (Motivation and Perception) showed differences between the experimental group before the experiment and after it in favor of the experimental group after the experiment. This means that using GBL in teaching English literature enhances students' achievement, motivation, and perception of learning English literature. The results of the interview indicate three themes and 12 sub-themes. They revealed that using GBL to teach English literature enhanced learning outcomes, motivation, and perceptions of learning English literature. Finally, the study recommended that teachers use MOODLE to facilitate learning English literature. Principals should encourage teachers to use game elements to develop four skills. Finally, instructional designers should design more enjoyable material that depends on GBL to create interactive learning. Keywords: Gamification, Blended Learning, English Literature, Perception, Motivation, Achievement.