Collaborative computing: A toolset for student motivation in ESL courses
Wessam Al Chibani, Maria Ghosn Chelala, Gizel Hindi, Saint Louis University, United States
Saint Louis University . Awarded
The concern of educational leaders for finding ways to motivate students to achieve learning goals is addressed in this problem based learning (PBL). Much research on education and teaching English as a Second Language (ESL) addresses the need for effective instructional approaches to engage and motivate students with a view to enhancing learning. Specifically, this project focused on building understanding how collaborative computing may be used with recommended teaching approaches in ESL courses to enhance student engagement and motivation. This was done with a view to incorporating a new component into the NDU ESL syllabus which may become effective when all stakeholders participate in its formation.
To learn more about how students may be engaged and motivated in ESL courses, an extensive Knowledge and Information Search was conducted. The views of NDU students and teachers pertaining to ESL courses within a blended milieu utilizing computer networking are also considered. This was achieved through the administration of two surveys based on the themes emerging from the Knowledge and Information Search. The survey was distributed to ENL 110 students and teachers at NDU. The data obtained from the survey was analyzed, and the project culminated in recommendations for using computing in ESL classes at NDU with a view to enhancing student engagement and motivation.
Project findings suggested teachers can and should work toward enhancing motivation through their approaches and student-centered classes. The findings from the Knowledge and Information Search suggested well-designed use of technology can enhance student engagement and motivation in a way that is conducive to learning, and provide for more flexible, student-centered, collaborative, and personalized learning plans if used appropriately. Computer technology can facilitate such approaches by providing a platform for interaction, discussion, immediate and clear feedback, and flexibility. Findings based on the surveys indicate students and teachers were positive about the proposed approaches and their perceptions of collaborative computing were positive. Therefore, recommendations were made to the Department of English, Translation, and Education at NDU for implementing and sustaining an online component with collaborative applications for feedback and literary narratives as part of the ESL curriculum.
Al Chibani, W. Collaborative computing: A toolset for student motivation in ESL courses. Ph.D. thesis, Saint Louis University.
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