iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

Autor/inn/en	Alshammari, Jawza; Reynolds, Ruth; Ferguson-Patrick, Kate
Titel	iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia
Quelle	In: English Language Teaching, 14 (2021) 1, S.13-28 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Handheld Devices; Computer Uses in Education; Instructional Effectiveness; Second Language Learning; Second Language Instruction; English (Second Language); Thinking Skills; Teaching Methods; Cognitive Ability; Technology Integration; Teacher Attitudes; Student Attitudes; Taxonomy; Teacher Role; Student Role; Teacher Student Relationship; Case Studies; Foreign Countries; Educational Benefits; Elementary School Students; Elementary School Teachers; Females; Single Sex Schools; Saudi Arabia + Suchen Sie Ihr Suchwort? Computernutzung; Unterrichtserfolg; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Taxonomie; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Ausland; Bildungsertrag; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Saudi-Arabien
Abstract	This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom's Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom's Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom's Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the 'how' of EFL instruction based on revised Bloom's Taxonomy. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01