Research Article
Omaymah E. AlSuwaihel
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep534
ABSTRACT
Background: Augmented reality is among the emerging technologies that hold greater potential in the context of foreign language learning. No research has been done to date to investigate pre-service teachers’ competencies in augmented reality and their association with quality of teaching English and technological and pedagogical content knowledge (TPACK) model components in the state of Kuwait.
Aim: This study aimed to assess the utility of using augmented reality competencies and English as a foreign language (EFL) TPACK model components to predict the quality of English language teaching of pre-service undergraduates.
Method: A total of 317 students enrolled in college of education at Kuwait university were recruited and responded to three online questionnaires measuring EFL TPACK, teachers’ augmented reality competencies, and quality of teaching English skills (QELT).
Results: Results indicated a significant positive association among all variables at 0.01 level. Teacher’s augmented reality competencies (TARC), TPACK, technological knowledge (TK), and technological content knowledge (TCK) were significant predictors of QELT. One-way ANOVA revealed that there was no significant effect of gender on the TARC, TPACK, TK, TCK, and QELT. The cut-off-criteria of the mean scores indicated that all participants strongly believe that they acquire the essential competencies of augmented reality in EFL classrooms and possess a high level of proficiency in TPACK. Descriptive statistics showed that more than (70%) of pre-service teachers selected “strongly agree” and “agree”, 13% or less selected “strongly disagree” and “disagree” while 26% or less selected “neutral” response. Linear regression analysis revealed that TARC, TPACK, TK, and TCK were significant predictors of QELT.
Keywords: augmented reality, quality of English language teaching, TPACK model, Kuwaiti students, pre-service teachers
Research Article
Waleed Alenezi, Thomas M. Brinthaupt
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep340
ABSTRACT
The purpose of this study is to explore the use of social media by students in the Faculty of Education, University of Kuwait. The study was conducted within the context of the socio-cultural characteristics of Kuwait, and was underpinned by Alsaied’s (2017) Social Media - Learning Performance model, designed for female Arab students. A volunteer sample of 35 Kuwaiti undergraduate students (88.6% female) was interviewed. Students reported frequently using social media informally for socialization and entertainment, but less frequently as a formal educational tool. Most of the students perceived that social media facilitated interaction with peers, interaction with faculty, engagement, and collaborative learning. However, technical difficulties, and certain negative attitudes towards women using social media, were identified. We recommend that Kuwait University needs to harness the full benefits of social media for teaching and learning and to formulate official guidelines to control the use of social media by all faculty members and students.
Keywords: social media, Kuwait, learning performance, interaction with peers, interaction with faculty, student engagement, collaborative learning