The Impact of Online English Grammar Courses on Students' Achievement Evidence from the University of Dammam Abeer Aidh S. Alshwiah Master’s Degree in Distance Teaching and Training, Arabian Gulf University, Kingdom of Bahrain, 2008. BA English Literature, College of Arts for Girls in Dammam, Kingdom of Saudi Arabia, 2004…
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A Proposal Submitted as a Requirement for the PhD in Education. Introduction Since the 1990s, technological advances have led to an increase in the 'integration of web-based and web-enhanced resources into instructional practices' (Rodriguez, Ooms, Montanez &Yan, 2005). Considered the most effective technologies to change the face of education, computers and the internet have caused a revolution, forcing the reformulation of curricula and the way it is delivered (Ameneh, 2011). With this revolution and development in the medium of delivery and presentation of knowledge, an increase in lifelong learning has been observed (Medford, 2004). As a result of the increasing demand for learning at all levels of society and in many different circumstances, Saudi Arabia (S.A.) has started delivering online courses. In S.A., online learning has been used to offer learning opportunities to students who are unable to attend an institute for various reasons, e.g. on medical grounds, due to living in remote areas, or because they are over 25 years old. Online learning has many advantages for students and also for faculties. For example, it offers learning opportunities at any time, in any location and in a way adapted to modern lifestyles (Perry & Pilati, 2011). It also provides extra time for the students to apprehend the material and understand more abstract concepts through the application of different types of media (Perry & Pilati, 2011; Rose & Billinghurst, 1996). Moreover, online learning has proved to have many positive effects on student behavior, motivation, communication, and achievement (Samuel & Baker, 2005), e.g. it can encourage students' creativity, problem-solving, communication, collaboration and self-learning skills (Ameneh, 2011). In what concerns benefits for faculties, online learning provides a chance to be purposeful in their teaching (Perry & Pilati, 2011). It is an opportunity of sharing workload amongst staff and can include collaboration with other faculties. Content may also be built and modified, while satisfying the needs of different learning styles (Tang & Byrne, 2007). Furthermore, faculties can manage students' progress more easily by using the different management tools applied in the Virtual Learning Environment (VLE) to deliver the course. Taking into consideration the advantages mentioned above, it is understandable the increasing number of students in S.A., who have demanded online learning over the last few years. This process is also supported by companies' gradual acceptance of online degrees, and the universities that offer them. The University of Dammam (U.D.) in S.A. started delivering online courses in January, 2012 to distance students in 2, out of its 28 colleges. Currently, all the departments in the Arts College offer online degrees, except the English Language department. Faculties in the English department are reluctant to use online learning techniques. A reason for this reluctance is the belief that technology cannot support or replace face-to-face (F2F) learning and teaching methods. Findings of this research may give the chance for reconsideration of this reluctance. Research Problem and Objectives U.D. adopted Blackboard as their VLE in 2011 for all students, both on-campus and distance learners. U.D. offers a BA in English language due to the consideration of English as the ...
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Each has his own preferences, his "hero", and his ideal model. No one wanted to accept the choice of his friend. For the language course it is an ideal situation. Everyone worked from the same pattern: the text with the presentation, description and justification of choice.
The current research uses a convenience sample of 10 students from Saudi Arabia, who are enrolled in Masters level online courses in different Universities in the EU, US or Australia. The data collected using an email survey method. The survey instrument is based on the factors that are found to be essential for high quality online course a indicated by the literature review.
As technology grows, especially the internet, there is an option to acquire higher education via online institutions (Scagnoli, 2005). Universities have opened up opportunities for students who would not prefer traditional university module to acquire this education online (Capra, 2011).
When analyzing the spoken text in the aforementioned context, I was able to realize that it does not have a complex grammatical structure. Rather it has numerous fragmentary clauses. Perhaps this is because while speaking on most occasions people do not usually plan what they are going to say. The spoken text contained 201 words.
Until this class I had not appreciated the various forms of writing style and as such did not master grammar usage. Because my work is somewhat reactionary, writing was always a prerequisite to all of my course work and I always lost points for using improper grammar.
This type of activity is categorized under objective type testing. What happens in fill in the blanks activity is that there is sentence which is not complete i.e. some parts of the sentence is missing and the student has to put the appropriate missing part into the sentence.
This study used a survey to collect data needed. Brown and Rogers point out that surveys refer to procedures used to gather and describe the features, attitudes, views, opinions and so on of students, teachers, administrators or any other people important to a study. It is time-consuming and exhausting especially in the course of data analysis.
w text-messaging solution, and the primary benefits that mobile users are receiving include greater accessibility and increased communication options for business and personal use.
"Text messaging is among the fastest-growing segments of the regions telecommunications market,
From the report, 62 % of the interviewed universities now offer degrees via distance education.
The demand for education is among the many factors fuelling the rapid growth of online learning. The online mode of learning
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