2 research outputs found
Use of C-Map as a Cognitive Tool in Collaborative and Individual Concept Mapping for Enhancing ELL Students\u27 Reading Comprehension
No full textAmong those who teach English to English Language Learners (ELL), reading comprehension is considered an essential language skill critical for knowledge acquisition and information exchange. However, in various parts of the world, including Jordan, reading comprehension has been reported as a difficult area for ELL students to master.
The purpose of this study was to investigate in-depth the impact of the use of the reading software C-map as a cognitive tool in collaborative and individual concept mapping to promote reading comprehension among ELL readers. The independent variable of this study was concept mapping, which functioned on three levels: collaborative, individual, and control groups. There were four dependent variables: reviewing, listing, enforcing, and overall reading comprehension. 106 ELL high school students from Jordan, aged 17-18 years, participated in the study as subjects, divided into three groups: a collaborative group of 32, an individual group of 36, and a control group of 38. All groups were instructed by the same high school ELL English teacher for 10 weeks. Both the ELL English teacher and the rater received training appropriate to their responsibilities.
At the outset of the study, all ELL students took the same pretest individually. They then underwent orientation training appropriate to their groups. Over the course of the study, the students’ work was rated using the same rubric 10 times, one time per a week. At the conclusion of the study, all subjects took the same post-test individually. All instructional materials were accredited by the Jordanian Ministry of Education and the reliability and the validity of study instruments were ensured. The collected data was analyzed quantitatively using the independent samples t-test and one-way ANOVA. Results, limitations, and recommendations were discussed and interpreted in light of study’s purpose, questions, and hypotheses
Best practices of effective classroom management strategies supported by digital ICT in higher education
No full textIn the field of higher education, incorporating digital information and communication technology (ICT) into classroom management has gained significant attention due to its potential benefits in enhancing students’ engagement and learning. One of the significant challenges in higher education is managing students learning in the classroom effectively. Higher education students cannot gain effectively the targeted learning outcomes by using regular classroom management in teaching higher education subjects away from digital ICT. The purpose of this study is to explore the advantages of using digital ICT tools into classroom management in higher education and to discuss the challenges and considerations that are involved in this process. This study uses the descriptive research methodology that does not include or present students during preparing of the suggested framework, because it suggests a well-designed cohesive framework of preparing steps, best digital ICT software programs, and the most suitable practical techniques for ICT effective classroom management. It describes the best practices of using 10 professional ICT digital software tools for effective integration and provides examples of practical techniques at the higher education level using suggested ways of successful implementation. It finds that using these software programs can lead students to engage in classroom activities actively, increase their academic achievement, and maximize their technology communication skills. It recommends that providing instructors with enough ICT digital professional development programs and the availability of most updated digital infrastructure are crucial factors for effective classroom management
