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iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia

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Title: iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia
Language: English
Authors: Alshammari, Jawza, Reynolds, Ruth, Ferguson-Patrick, Kate
Source: English Language Teaching. 2021 14(1):13-28.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Handheld Devices, Computer Uses in Education, Instructional Effectiveness, Second Language Learning, Second Language Instruction, English (Second Language), Thinking Skills, Teaching Methods, Cognitive Ability, Technology Integration, Teacher Attitudes, Student Attitudes, Taxonomy, Teacher Role, Student Role, Teacher Student Relationship, Case Studies, Foreign Countries, Educational Benefits, Elementary School Students, Elementary School Teachers, Females, Single Sex Schools
Geographic Terms: Saudi Arabia
ISSN: 1916-4742
Abstract: This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom's Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom's Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom's Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the 'how' of EFL instruction based on revised Bloom's Taxonomy.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282867
Database: ERIC
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  Data: iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
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  Data: This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom's Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom's Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom's Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the 'how' of EFL instruction based on revised Bloom's Taxonomy.
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      – Text: English
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Saudi Arabia
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