Raising EFL Learners’ Awareness about the Motivators and Inhibitors of Effective Knowledge Construction through ICTs: The Case of Advanced Learners in three selected Private Schools of Tizi-Ouzou.
| dc.contributor.author | Saoudi Salma | |
| dc.contributor.author | Mekhtoub Yanel | |
| dc.date.accessioned | 2024-07-18T12:59:07Z | |
| dc.date.available | 2024-07-18T12:59:07Z | |
| dc.date.issued | 2022 | |
| dc.description | 60p. : Ill. en coul. ; 30cm(+CD-Rom) | |
| dc.description.abstract | This master dissertation dives into the dynamic field of integrating Information and Communication Technologies (ICTs) in education, focusing on the motivators and inhibitors influencing effective knowledge construction. The study engages advanced learners from Bridgeway School, Ecomode Private School, and Assilic Private School in Tizi-Ouzou, adopting a mixed-methods approach that combines surveys and interviews. Our study progresses by examining the research through, including the Technology Adoption Theory, Keller's ARCS Model of Motivation, E-Learning Research Perspectives, and the Technological Pedagogical Content Knowledge (TPACK) framework. It also explores participants' roles in education, motivations for technology use, perceived learning outcomes, challenges faced, and emotional responses associated with technology integration. The findings reveal a diverse representation of education roles, emphasizing the need for inclusive strategies in technology implementation. Learners demonstrate strong motivation to use technology for educational purposes, aligning with the relevance emphasized in Keller's ARCS Model and the perceived usefulness in the Technology Adoption Theory. Positive attitudes towards ICTs are showed in participants' recognition of diverse benefits, contributing to effective knowledge construction. Challenges identified, including limited access and inadequate training, emphasize the importance of addressing technological, pedagogical, and content knowledge, as outlined in the TPACK framework. Our study's implications suggest personalized professional development programs, acknowledging positive emotional responses, and integrating engaging content to enhance technology-driven learning experiences. While acknowledging limitations, such as potential biases and resource constraints, our study positions itself as a valuable thread in the ongoing dialogue among educators and researchers. Our conclusion serves as an invitation to explore further into the ever-changing field of technology in education, recognizing that the quest for meaningful knowledge construction through ICTs is an ongoing exploration. As technology continues to shape education, this study offers insights that may inspire further questions, conversations, and innovations in navigating the digital landscapes of the future. | |
| dc.identifier.citation | Language and Communication | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24220 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud MAMMERI University | |
| dc.subject | Effective knowledge construction | |
| dc.subject | EFL | |
| dc.subject | learners | |
| dc.subject | Inhibitors | |
| dc.subject | Internet | |
| dc.subject | SOCIAL SCIENCES::Other social sciences::Media and communication studies | |
| dc.subject | Technologies (ICTs) | |
| dc.subject | Motivators | |
| dc.title | Raising EFL Learners’ Awareness about the Motivators and Inhibitors of Effective Knowledge Construction through ICTs: The Case of Advanced Learners in three selected Private Schools of Tizi-Ouzou. | |
| dc.type | Thesis |