This study examines the genre preferences and gender differences in Algerian English as a foreign language (EFL) learners’ exposure to English-language media. 71 Algerian undergraduate learners of English completed a structured survey exploring the extent to which they are exposed to different types of English media outside of the classroom. Descriptive as well as inferential statistical analyses were conducted to explore genre preferences and gender differences in media exposure. The results showed that Algerian EFL learners mostly listen to English songs, use the internet, and watch subtitled movies and TV programs in English. Meanwhile, participants reported limited exposure to books, video games, newspapers, and magazines. Gender differences were found in internet use, books, and video games. Implications are provided for EFL teachers and practitioners based on these findings.
The study aimed to develop some insights into whether science teachers are aware of films that contain socioscientific issues, the influence of the films they watch on their perception on these issues and whether they would like to use these films as teaching materials in the classroom. Therefore, in the study, the perception of science teachers on some socioscientific issues (nuclear power plants, global warming, genetically modified organisms, genetic cloning, tissue and organ donation) and the films they watched on these socioscientific issues were investigated. In this qualitative study, the case study design was used. A total of 18 science teachers participated in the study. The research data were collected through written documents, semi-structured interviews on the use of films in education and focus group interviews in order to reveal the teachers’ perception on socioscientific issues. According to the written findings obtained, some of the participating teachers’ perception on socioscientific issues changed after watching the films on these issues. According to the interview findings, 14 of the teachers mentioned that films related to socioscientific issues could change students’ perception, while 4 stated that they would not change students’ perception. Half of the participating teachers stated that they had not watched any films on socioscientific issues before the study and were unaware of the existence of such films. According to the teachers, the common characteristics of the films on socioscientific issues are being about issues that concern society, having individuals or companies’ interests at the forefront, containing dilemmas, prompting questioning and thinking and showing different perception.
This qualitative modified e-Delphi study sought to obtain consensus from a panel of K-12 online education experts as to the most effective virtual strategies for student engagement in an online learning environment. Data was obtained through multiple questionnaires of 15 online education experts in northern California with three or more years of experience teaching virtually in a virtual learning academy. By rating engagement strategies, consensus on the most effective strategies for online engagement was obtained. The three rounds of questioning provided response to the question: What are the most effective engagement strategies for online learning? Based on the engagement strategies that received a consensus level of 70% or greater, screen sharing, discussion, lecture, and using an engaging curriculum were found to be extremely important. Participants also found teacher modeling, clear instructions, and discussing test taking to be very important engagement strategies. The engagement strategies that emerged were discussed in three themes, which included Delivery Practices, Engagement and Interaction, and Support and Accessibility. The results of this study may empower teachers when teaching virtually to enhance student motivation and help reduce students’ feelings of isolation.
The use of social networking sites (SNSs) in teaching is of increasing importance, for it puts into question how what we have, until the digital revolution, understood formal education to be. The earliest social media came about and were developed parallel to generations Z and Alpha. This review analyzed at least 8 articles published between 2019 and 2023, found on the databases Web of Science and Scopus, and sorted into four categories of research cases focused on the main SNSs used in formal education. The selected studies show that Whatsapp, Twitter, Instagram, and TikTok can have a positive impact on student and teacher motivation, collaboration, and the reaching of learning objectives. Further, this paper brings to light the advantages that SNSs can bring to faculty’s professional development and to learning, in addition to their value as motivating resources and community-forming structures.
