Adaptation of Instructional Design to Promote Learning in Traditional EFL Classrooms: Adobe Captivate for E-Learning Content

Autor/inn/en	Boukhechba, Hicham; Bouhania, Bachir
Titel	Adaptation of Instructional Design to Promote Learning in Traditional EFL Classrooms: Adobe Captivate for E-Learning Content
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 15 (2019) 4, S.151-164 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Middle School Students; Comparative Analysis; Electronic Learning; Systems Approach; Teaching Methods; Instructional Design; Video Technology; Language Teachers; Computer Software; Learning Activities; Curriculum Development; Foreign Countries; Rural Schools; Lesson Plans; Pretests Posttests; Learner Engagement; Algeria + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Language teacher; Sprachunterricht; Lernaktivität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lesson planning; Unterrichtsplanung; Algerien
Abstract	The indispensability of ICT tools in EFL classrooms is rather taken for granted, often in a way to promote the teaching/learning experience. Accordingly, teachers more than ever are encouraged or even explicitly instructed to use different tools inside the classroom. However, the lack of a systematic approach that governs the design and the delivery of content has resulted in the misapplication, or in the failure to fully exploit the potential that technology brings to learning. Therefore, the current research attempts to adapt instructional design principles inside EFL classrooms to ensure a productive E-learning environment, through methodical control of the utilization of information and communication technologies. In pursuit of this endeavor, the current paper examines first, through a literature review, the concept of instructional design and its principles and how they can be incorporated inside traditional EFL classrooms. The methodology opted for relies on quantitative data collected from an experiment conducted on two middle school 4 MS (Middle School) classes. An experimental group received five lessons in which content was designed using Adobe Captivate and adhering to instructional design principles. On the other hand, a control group received five lessons with the same objective, yet with regular videos and media gathered from YouTube. The findings of the research divulge that creating content with instructional design principles in mind results in a classroom in which learners are engaged with tools throughout the whole session instead of just assistive devices used for a short activity or just to draw the attention of learners. However, it is clear that an EFL teacher cannot assume the role of an instructional designer but such a task needs to be assigned to instructional designers who need to work closely with teachers. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01