A Program Based on Connectivism for Creating Personal Learning Environments to Develop EFL Prospective Teachers' Instructional Performance: A Case Study | ||
| بحوث فى تدريس اللغات | ||
| Article 13, Volume 2, Issue 17, October 2021, Pages 686-722 PDF (1.16 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/ssl.2021.64850.1050 | ||
| Author | ||
| Asmaa Zedan* | ||
| Faculty of Education, Ain Shams University | ||
| Abstract | ||
| The aim of this study was to design a program based on connectivism for creating personal learning environments (PLEs) to develop EFL prospective teachers’ instructional performance. The study started with a review of literature and previous studies related to instructional performance; connectivism; and PLEs. The researcher designed two instruments; namely, a) an assessment form for prospective teachers’ lesson plans, and b) an observation checklist for prospective teachers’ lesson implementation competencies. The researcher then designed the study’s proposed program. A group of 7 participants enrolled in 2nd year, general education, English Department, Faculty of Education, Ain Shams University (2019-2020) participated in the study. They were trained through the proposed program’s tasks on creating PLEs, and on designing lesson plans and conducting lesson presentations in light of the connections within their PLEs. Data sources included documentation, observation, interviews, and physical artifacts in addition to the quantitative data concluded via administration of the study’s instruments. The participants’ scores on the pre and post-applications were statistically analyzed using z-test. In addition, a qualitative analysis of each case regarding their PLEs, PLPs, and PLNs was conducted. Both the quantitative and the qualitative results revealed that connectivism-based PLEs were effective in developing EFL prospective teachers’ instructional performance. | ||
| Keywords | ||
| Connectivism; personal learning environments (PLEs); prospective teachers; instructional performance | ||
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