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Investigating the Use of Kahoot! as an Alternative for Homework Methods by EFL Teachers in Algeria

Ikram KHANSAL

University of Limerick

Ireland

Research Questions

Context and overview of topic.

1

How do EFL teachers perceive the traditional homework methods used?

1

Teachers tend to assign homework tasks and activities in the traditional format (i.e., activities from the textbooks) (Rosário et al. 2019).

What are teachers' beliefs and attitudes associated with the initial adoption of mobile language learning apps as a tool for homework?

2

Not much investigation has been done regarding the format of homework delivery (Magalhães et al. 2020).

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Existing literature highlights the fact that traditional homework formats may also have some inconveniences that can affect both teachers and learners.

3

How do teachers perceive the present and future use of mobile language learning apps beyond the classroom as a tool for learning?

4

Recent literature has described the implementation of online homework by EFL teachers using mobile learning in general and mobile apps more specifically.

4

Methodology

To what extent does the integration of these mobile apps influence or change teachers’ pedagogical approaches when it comes to homework?

Survey

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2

Pre-interviews

Teacher training

3

Post-interviews

4

Possible Contributions

References

1

The development of new pedagogical practices in the Algerian EFL context

Primarily results

2

The study could also contribute to the professional development of language teachers in the Algerian EFL context

1

58% of teachers assign homework 2-3 times/week.

"I assign homework according to the ‘Teachers guide’. It's a book from the administration in which they give teachers instructions about the kind of questions and activities you assign for your students".

The inclusion of a specified mobile assisted language learning training as part of The curriculum.

3

  • Rosário, P., Cunha, J., Nunes, A.R., Moreira, T., Núñez, J.C. and Xu, J. (2019) '“Did you do your homework?” Mathematics teachers’ homework follow‐up practices at middle school level', Psychology in the Schools, 56(1), 92-108.

  • Magalhães, P., Ferreira, D., Cunha, J. and Rosário, P. (2020) 'Online vs traditional homework: A systematic review on the benefits to students’ performance', Computers & Education, 152, 103869.

  • Brewer, D.S. and Becker, K. (2010) 'Online homework effectiveness for underprepared and repeating college algebra students', Journal of Computers in Mathematics and Science Teaching, 29(4), 353-371.

  • Mestre, J., Hart, D.M., Rath, K.A. and Dufresne, R. (2002) 'The effect of web-based homework on test performance in large enrolment introductory physics courses', Journal of Computers in Mathematics and Science Teaching, 21(3), 229-251.

2

Only 16% of teachers mentioned that their learners always complete their homework

65% of teachers have mentioned that students are not interested.

"They give more importance to other subjects such as math and physics and ignore English homework"

3

4

62% of teachers correct homework whenever they assign it and 38% of them think that it's too time consuming.

"We’re limited by time. I mean we have just one hour to assess the homework and to present the lesson".

"With the larger class number, It would be impossible to go through all assignments of all students".

Thank you

Topic

Email: Ikram.Khansal@ul.ie

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