Using a Data-driven Learning Program to Enhance EFL Student Teachers’ Psychological Flow | ||||
| Journal of Research in Curriculum Instruction and Educational Technology | ||||
| Article 5, Volume 8, Issue 1, January 2022, Page 93-119 PDF (1.04 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jrciet.2022.213131 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Heba Moustafa Elmansi | ||||
| Lecturer at Department of Curriculum & Instruction (TEFL) Faculty of Education Damietta University | ||||
| Abstract | ||||
| Abstract T he research aimed at investigating the effect of using a data-driven learning (DDL) program to enhance EFL student teachers’ psychological flow. The participants of the study were sixty (60) second year general section student teachers’ in Damietta University, Faculty of Education, Egypt. The research adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used a psychological flow scale. The researcher taught the experimental group through using a data-driven learning program while the control group was taught through the regular method of teaching. The results of the research revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the psychological flow in favor of the experimental group. The effect size of using a data-driven learning program was found to be high. The research recommends using a DDL program as a technique in enhancing student teachers’ psychological flow. | ||||
| Keywords | ||||
| Key Words: Data-driven Learning (DDL); Psychological Flow | ||||
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