Implementing Theoretical Approaches Using ICT in Teaching English as a Foreign Language

Autor/inn/en	Tzagkourni, Evangelia; Chlapana, Elissavet; Zaranis, Nicholas
Titel	Implementing Theoretical Approaches Using ICT in Teaching English as a Foreign Language
Quelle	In: Education and Information Technologies, 26 (2021) 5, S.6203-6226 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10594-0
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Intervention; Comparative Analysis; Blended Learning; Teaching Methods; Nonverbal Ability; Grade 2; Elementary School Students; Foreign Countries; Information Technology; Alphabets; Learning Processes; Technology Uses in Education; Greece + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Informationstechnologie; Buchstabenschrift; Learning process; Lernprozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Griechenland
Abstract	The purpose of this present study is to explore the effect of an instructional approach that utilizes Information and Communication Technology (ICTs) and is based on Van Hiele's levels of geometric thought and Hoffer's skills that describe them, for the instruction of the English Alphabet. The sample of the present research consisted of Greek students attending the second grade of primary school. The sample was divided into two groups, a control and an experimental one. The former was taught according to the curriculum provided by the Greek Ministry of Education and Religious Affairs. The experimental group was taught through an intervention based on the principles of Blended Learning. The intervention was based on the first level of Van Hiele's theory and more specifically Hoffer's skills describing this specific level. Every student was assessed regarding their non-verbal intelligence prior to the intervention. Similarly, an adjusted assessment was used prior and after the intervention to assess their ability to recognize the target-letters. The results of the study showed the intervention's statistically significant effect on students' learning regin arding English alphabet letters that varied in regards to students' skills, which can be attributed to various factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01