Browsing by Author "Alawadhi, Azza"

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    A Case Study Exploring ESL Instructors’ Perspectives of Blended Learning in UAE Higher Education
    (SpringerLink, 2024) Alawadhi, Azza
    Recently, universities and colleges across the United Arab Emirates have been actively incorporating new learning technologies to facilitate blended learning pedagogy mandated by the Ministry of Higher Education during the COVID-19 crisis. Despite its popularity, blended learning is still a relatively new approach to learning across higher education in the UAE. This small-scale qualitative study seeks to gain insights into instructors’ perspectives of blended learning in an ESL program at a federal college in the UAE. Semi-structured interviews were used to identify the benefits and challenges perceived by instructors teaching in this context. The results revealed several key benefits, including increased flexibility, improved accessibility, and timely and continuous learning. However, instructors also reported increased academic workload, technical issues, and a lack of professional development as barriers. The findings offer recommendations, implications, and possible future directions for stakeholders and academics to inform future directives.
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    Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE
    (The British University in Dubai (BUiD), 2019-10) Alawadhi, Azza
    In recent years, game-based student response systems (GSRS) such as Socrative, Quizlet, and Kahoot! has become a popular tool to increase motivation, enhance classroom engagement, and facilitate collaborative learning. Despite the popularity of GSRS, little research has attempted to understand student perceptions and experiences using these platforms for language learning across higher education in the Middle East. The purpose of this exploratory mixed methods research was to examine undergraduate student perceptions of Kahoot!, a game-based interactive platform, in an English language course at a federal higher education institution in the UAE. The qualitative phase of data collection involved using semi-structured in-depth interviews (N=10) to understand Emirati students’ attitude, experience and general perception of Kahoot!. In addition, quantitative evidence was collected through an online survey (N=112) to find out which variables identified in the interviews were experienced by the majority of undergraduate students using Kahoot!. This study contributes to the literature by providing an insight into students’ perceived value, usefulness, satisfaction and overall experience of GSRS through mixed-methods analysis. Results were found to be consistent with the current literature as there was a positive general response towards Kahoot!, with the highest influence reported on increased motivation, improved classroom engagement, and enhanced learning experience. However, the effect on academic performance was not significant as perceived by Emirati students. The outcome of this study suggests that gamified digital platforms could be incorporated as part of the teaching pedagogy to retain students’ attention, increase participation, and provide undergraduate students with an enhanced enjoyable learning experience. This research further highlights the need to integrate more game-based learning strategies not only to increase students’ motivation but to also support a learner-centered environment.
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    Using Nearpod to Promote Engagement in Online ESL Classes: A Mixed-Methods Study in the Context of Higher Education
    (Springer Link, 2023) Alawadhi, Azza; Thabet, Rawy
    Student Response Systems such as Kahoot!, Socrative and Nearpod have become one of the latest trends in teaching and learning across higher education. However, despite the popularity of these platforms, the integration of SRS in teaching is still an evolving field of study. This mixed-methods study draws on undergraduate students’ perceptions of using Nearpod to facilitate teaching and learning in an online English course at a federal higher education institution in the UAE during pandemic teaching. A combination of self-report surveys (N = 90) and in-depth interviews (N = 5) were used to collect data for this study. Findings suggest that students perceived Nearpod to promote fun and enjoyment, enhance knowledge and understanding, and improve classroom dynamics. Results indicate a generally positive response, with 93.3% of students reporting that the instant feedback afforded by Nearpod improved their understanding, while 83.4% reported an increase in interactivity. This study confirms previous findings, suggesting that SRS such as Nearpod could foster effective student engagement, increase participation, and enhance students’ online learning experience. The study also found that there were no significant gender differences in students’ perceptions of Nearpod. Pedagogical implications are further discussed, and future research suggestions are provided.