While new technology continues to develop and become increasingly affordable, and students have increased access to digital media, one might wonder if requiring such technology in the classroom is akin to throwing the car keys to a teenager who has not completed a driver's education course. The purpose of this study was to develop a valid and…

In this study, the effects of the use of peer tutoring in Effective and Good Speech Course on students' success, perception of speech self-efficacy and speaking skills were examined. The study, designed as a mixed pattern in which quantitative and qualitative research approaches were combined, was carried out together with 57 students in 2014 to…

This study investigates the validity of the Diagnostic College English Speaking Test (DCEST) in the context of EFL teaching and learning in China. The experiment was conducted in three stages over the course of eight weeks at a national key university in China. By means of test administration and questionnaire survey, the researcher gathered…

This study reports on the pedagogical implications of using the Blackboard feature Discussion Board (DB) to improve students' learning in higher education. The study sample included three sections of female students--a total of 155 students--in an undergraduate course at an international university in Saudi Arabia. The impact of using DB on…

This study examined whether teacher portfolios can be validly and reliably assessed by investigating the effect of an instructional tool on increasing the level of reflective thinking in elementary preservice teachers' portfolios. It also examined whether reflective thinking in preservice teachers' electronic portfolios represented sufficient…

This quasi-experimental study tested the effect of the 3-2-1 strategy on English as a foreign language (EFL) learners' reading comprehension. A sample of Saudi EFL college-level students were randomly selected and divided into two groups: an experimental group (42 students) and a control group (43 students). Students of both groups took a reading…

This exploratory study examined differences in the problem representations of a case-based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis…