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Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة االنكليزية في العالم

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Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة االنكليزية في العالم Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة اﻻنكليزية في العالم on CALL No.3 July 2016العربي Arab World English Journal (AWEJ) Special Issue Team of this issue Guest Editor Dr. Pragasit SITTHITIKUL Thammasat University, Thailand ACKNOWLEDGEMENT I would like to thank all those who contributed to this volume as reviewers of papers. Without their help and dedication, this volume would have not come to the surface. Among those who contributed were the following: Dr. Mohammed Abdel Hakim Farrah English Department, Faculty of Arts, Hebron University, Palestine Dr. Korakote Natiladdanon Department of Business English, Faculty of Arts, Assumption University, Thailand Dr. Nadia Ahouari-Idri Department of English, Faculty of Arts and Languages, University of Bejaia, Algeria Dr. Watsatree Diteeyont Department of Educational Technology, Faculty of Education, Kasetsart University, Bangken campus, Bangkok, Thailand Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب Arab World English Journal (AWEJ) Special Issue on CALL No.3 July 2016 Pp.1-2 Contents Article Titles & authors Pages Team of this issue 1 Contents 1-2 Introduction 3 Pragasit SITTHITIKUL Impact of Google Earth and ePals Models on Perceptions, Research and Oral Presentation Skills 4-22 Hassan Diab & Ghada Awada Integration of Technology with Pedagogical Perspectives: an Evaluative Study 23-35 of in-house CALL Professional Development Pir Suhail Sarhandi, Imran Farooq Khan, Majid Hussain Buledi& Jabreel Asghar A Systematic Review on Informal Learning of English Language via Facebook 36-47 Mohammad Rakibul Hasan , Radzuwan Ab Rashid, Kamariah Yunus, Saiful Bahri Mohamed & Nurdina Iman Zulkifli Using Laptops in the Writing Classroom: Applying Technology 48-57 for Heuristic Learning Mubarak Alkhatnai Weblog-Based Learning in an EFL Young Learners’ Context: 58-78 Students’ Perspective Irma Savitri Sadikin & Mursid Saleh An Exploration of Teachers’ and Learners’ Perceptions and Use of ICT 79 -86 in EFL Classrooms: The Case of Moroccan High Schools Khalid SOUSSI A Critical Discourse Analysis of Synchronous Facebook Communication: 87-98 Native and Non-native English Speakers Ahmed Fahad Using BetterAccent Tutor and Praat for Learning English Intonation 99-112 Naima Hamlaoui & Nawel Bengrait Students’ Perception toward Online Self-Access Learning in English 113 122 Language Learning Muslih Hambali Teachers and Students’ Attitudes towards Using Mobile-Assisted Language 123 140 Learning in Higher Education Khawla SAIDOUNI & Amel BAHLOUL A Sociolinguistic Study of the Algerian Language 141-154 Moulay Lahssan Baya Essayahi & Nassima Kerras New Technology and the Process Based Approach to Writing 155-168 Sana Lamtara Arab World English Journal www.awej.org 1 ISSN: 2229-9327 Arab World English Journal (AWEJ) Special Issue on CALL No.3 July 2016 Contents In the Wake of Globalization: Exploring the Teaching of English Civilization 169-186 to non-Native Speakers of English in the Digital AgeNorelhouda ATAMENA & Hachemi ABOUBOU The Integration of Professional Translators’ 21st Century Profile 187-209 in Teaching Translation at Batna University Manel MIZAB & Amel BAHLOUL An Exploratory Study of Students’ Lived Experiences in a Blended-Flipped 210-226 Writing Class Afef Ahmed Gasmi Implementing Hybrid e-Learning on English as A Foreign Language in Islamic 227-238 College Andi Muhammad Yauri , Abdul Rahim Bin Haji Salam & Rohayah Bte Kahar Using Cartoon in Language Classroom from a Constructivist Point of View 239-245 Nimer Abuzahra , Mohammed Abdel-Hakim Farrah & Sarah Zalloum Unveiling the Effectiveness of Massive Open Online Courses 246-257 at AbdelhamidIbnBadis University, Algeria Riadh GHEMMOUR & Hanane SARNOU Successful Online Learning Collaboration: Peer Feedback and Technology 258- 287 Integration in English Composition Courses Kimberly Bunts-Anderson Arab World English Journal www.awej.org 2 ISSN: 2229-9327 Arab World English Journal (AWEJ) Special Issue on CALL No.3 July 2016 Pp.3 Introduction Pragasit SITTHITIKUL Thammasat University, Thailand Arab World English Journal (AWEJ) is pleased to launch its 3rd special issue on CALL. As a guest editor for this special issue, I am sure that this issue is very appropriate because there has been an immense increase of research studies on the effects of CALL on SLA in recent years. It is undeniable that the advent of technology has changed the language learning scenarios where English is taught or learned as a foreign language. The application of technology has been reported to play a pivotal and potential role in foreign language classrooms and can help improve language learning significantly. During the last two decades, the use of technology particularly for foreign language instruction, especially English, has expanded rapidly around the world. Technology provides opportunities and resources for language learners so that they can access a warehouse of information worldwide. That is, English language learners can learn and practice all skills of English using online tools at any time, and they can even communicate with other people using web-based tools and media. The modern learning scenario, then, enables students to apply linguistic strategies in their practice and become more exposed to real-world, cross-cultural situations. That’s why I believe that this special issue is very appropriate to publish research articles that are related to CALL. It is my great pleasure to inform you that we have received interesting and high-quality research articles related to technology and language learning for this issue. Thus, I am confident that these articles will provide a lot of new insight based on the research findings into the roles of technology in language learning to many researchers and teachers. Finally, I would like to extend my appreciation to the authors of the published research articles for their great work that makes valuable contributions to the ELT field. Dr. Pragasit SITTHITIKUL, Thammasat University, Thailand. He earned a doctorate in Language and Literacy Studies from the University of Illinois at Urbana-Champaign, USA. President of Thailand TESOL (2015-2017) He is also the regional representative of ASIA TEFL 3 Arab World English Journal (AWEJ) Special Issue on CALL No.3 July 2016 Pp.4-22 Impact of Google Earth and ePals Models on Perceptions, Research and Oral Presentation Skills Hassan Diab American University of Beirut Vice President for REP P.O.Box 11-0236, Beirut, Lebanon Ghada Awada American University of Beirut P.O. Box 11-0236, Beirut, Lebanon Abstract The article reports the findings of a study that investigated the relative effectiveness of the Google Earth and ePals tools in enhancing geographical research and speaking skills of learners enrolled in Study Skills class in a university in Lebanon and on increasing their levels of motivation for conducting research and delivering presentations. The study is based on the assumptions that the integration of Google Earth and ePals provides an excellent opportunity for teachers to improve students’ presentation and research skills. Another assumption is that female learners will report a more significant progress than their male counterparts. The study used the pretest- posttest control design. Descriptive statistics were computed, and a series of independent sample and paired samples t-tests and a content analysis of the qualitative data reporting the participants’ perceptions of their Google Earth and ePals experience were undertaken. The results of the study indicated that the use of Google Earth and ePals significantly improved the geographical research and oral presentation skills as well as their perceptions towards learning. However, no significant difference in the achievements of males and females was indicated. Implications and further research to examine the interaction of the treatment effects with other contextual variables were reported. Keywords: ePals, Google Earth, presentation proficiency, technology 4 Arab World English Journal (AWEJ) Special Issue on CALL No.3 July 2016 Impact of Google Earth and ePals Models on Perceptions Awada & Diab 1. Introduction The Sociocultural Theory of Learning of Vygotsky (1978) and the Situated Learning Theory of Lave and Wenger (1991) endorse the basic principles of online learning as the social experiences determine people’s ways of thinking about the world, and education is considered as a sociocultural activity. Social constructivism theory (Von Glaserfeld,1995) as well as Vygotsky’s Theory of Language Development (Vygotsky, 1934/1986) form another theoretical background of the study since knowledge is vigorously acquired through social interaction, and thinking individuals construct knowledge when they interact with others. The Vygotskian Sociocultural Theory indicates that the technology-supported learning environment is determined by the sociocultural context of the classroom and a communicative framework based on achieving higher-order learning outcomes using computers(Mcloughlin & Olive,1998). Telecollaboration is defined as an online medium of communication comprising tools which connect language learners in many countries for the development of collaborative project work and intercultural interchange (O’Dowd & Ritter2006, p. 623).E-mail exchanges are significant as they enhance the skills of the learners (O’Dowd, 2003). ePals are vital
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