"The Effect of Using Computer on Enhancing Classroom Interaction from the Eleventh Graders’ Perspectives in Nablus Directorate”

By

Ahmed Awad Amin Mahmoud

Associate Professor in TEFL

Faculty of Education

An-Najah University

E. mail:

Cellular telephone 00972-569-700644

Abstract

The purpose of this study is to examine the effect of using computer as a method of teaching communication skills on enhancing classroom interaction. Also it aims to determine the effect of the study independent variables such as gender, place of living and students' level of achievement in English on their attitudes towards using computer in teaching and learning English language skills in the classroom.

To achieve these aims, the researcher used a 46- item questionnaire which was distributed among (356) male and female students who were selected randomly from the whole population which consisted of 6843 male and female students from Nablus Directorate government schools in the scholastic year 2014\2015. . The data were collected and analyzed using (SPSS) Statistical Packages for Social Science using Means, Standard Deviation , Independent T-Test, Cronbach Alpha Formula , Scheffe Post Hoc test and one way ANOVA .

Major results showed that there was a significant difference at (a=0.05) of the eleventh grade students’ attitudes towards the degree of relationship between using computer and classroom interaction due to gender, level of achievement and the student’s place of living.

In the light of these findings, the researcher recommends to give special attention towards the adaptation of computer technology into the teaching-learning process for effective learning , increasing students’ interaction and increasing students’ achievement.

Key words: Using computer, classroom interaction, eleventh graders’ perspectives

" اثر استخدام الكمبيوتر على تحسين التفاعل الصفي من وجهات نظر طلاب الصف الحادي عشر في منطقة نابلس التعليمية "

هدفت هذه الدراسة لتسليط الضوء على استخدام الكمبيوتر كأحد طرق تدريس مهارات الاتصال والتفاعل الصفي. لتحقيق هذا الهدف قام الباحث بهذه الدراسة وطبقها على طلبة الصف الحادي عشر في المدارس الحكومية في محافظة نابلس. كذلك هدفت هذه الدراسة إلى تحديد اثر المتغيرات المستقلة فيما يتعلق بمتغير الجنس، مكان السكن ومستوى وتحصيل الطالب.

و لتحقيق هذه الأهداف استخدم الباحث استبيان مكون من 46 فقرة, وزعت عشوائياً على 365 طالب و طالبة من مجمل مجتمع الدراسة المكون من 6843 طالب و طالبة من المدارس الحكومية في منطقة نابلس التعليمية للعام الدراسي 2014/2015 . تم جمع البيانات و تحليلها باستخدام برنامج للعلوم الاجتماعية حيث تم استخدام المتوسطات و الانحرافات المعيارية و اختبار ت لعينتين مستقلتين و اختبار شفيه ألبعدي و تحليل التباين الأحادي .

لقد أظهرت نتائج الدراسة أن هناك فروق ذات دلالة إحصائية عند مستوى الدلالة (a= 0.05) في درجة العلاقة بين استخدام الكمبيوتر والتفاعل الصفي( داخل غرفة الصف) تعزى لمتغيرات الجنس، التحصيل ومكان سكن الطالب.

في ضوء هذه النتائج يوصي الباحث بضرورة توجيه اهتمام خاص باستخدام الكمبيوتر في العملية التعليمية التعلمية من أجل الحصول على تعلم فعال و لزيادة تفاعل الطلبة و زيادة مستوى تحصيلهم .

الكلمات المفتاحية : استخدام الكمبيوتر , التفاعل الصفي , وجهات نظر طلاب الصف الحادي عشر .


Introduction

Theoretical background

It is possible that the increased interaction by students could be due to reactions of their teachers. Teachers could be responding to the presence of the computers by altering the way they interact with children in some way (Zhoa & Frank, 2003). Hypothetically, availability of computers could influence instructional style, lead to increased monitoring, enhanced involvement in off-computer play, and conflict resolution. Computers may offer an opportunity for children to engage in an activity that promotes child-child interactions. Research shows that children prefer to work on computers with peers ( Swigger & Swigger, 1984). The indirect path could be such that the nature of social interactions on the computer actually promotes the learning of pro-social behaviors, which carries over to other classroom activities. This hypothesis is consistent with Vygotsky’s developmental view on socially mediated learning (Vygotsky, 1978). Certainly the relation between the presence of computers and positive interactions is likely to be mediated by changes in other variables.

When it comes to teaching English as a second or foreign language, there are several approaches to choose from, ranging from the Grammar-Translation Approach, passing through to reach the Eclectic Approach. In this study the researcher finds it is very logic to try another approach and to make shift to use other technique in teaching and learning English as a foreign language by using computer.

Computer is now part of every working person’s life and it still play a relatively small role in the learning and teaching experience of most students. This study we will explore how computers are being used in teaching and learning, and to what extent it enhances classroom interaction.

McGreal (1988) has agreed with Daif (1989) that a major advantage of the computer lies in its ability to interact individually with students. He added that it is especially well suited for providing personal attention to the learner, indicating that computer can be looked upon at a less than human but not necessarily less humane, or less stimulating level. He also stressed on the necessity to differentiate between Computer Assisted Instruction (CAI) which is a term used to describe computer programs designed to teaching, and with CAL (Computer Assisted Language).

Simpson (2001) pointed out that Computer- Mediated Communication (CMC) is an umbrella term which refers to human communication via computers. He added that a distinction can be made between synchronous CMC, where interaction takes place in real time, and asynchronous CMC, where participants are not necessarily online simultaneously. Synchronous CMC includes various types of text-based online chat, computer, audio, and video conferencing; asynchronous CMC, encompasses email, discussion forums, and mailing lists.

Holiday (1995) also asserts that participation in on line literacy via networked computers empowers language learners in several ways and enhances their language learning capacities. First, learners are empowered because they are able to communicate with their peers and take charge of their literacy experiences. Second, the network of collaborative support and appreciation learners receive from their peers provides a highly stimulating environment for learning literacy skills.

Warschauer (1997) and Pelletier (1999) suggest in this regard that synchronous CMC can play a great role in the development of grammatical competence. Conversely, Blake (2000) raises a question on the focus of Form Approach, in particular, the issue of grammatical development, indicating that lexical negotiations predominate these networked exchanges. He adds that the majority of negotiations produced during CMC were focused on lexicon. Corrective feedback was rarely offered on morphology and syntax. This might be because, as Blake suggests, the leaner at this level doesn't have "a solid syntactic base with which to help or correct peers".

Berge (1995) agrees with Simpson (2001) that Computer-Mediated Communication (CMC) promotes a type of interaction that is often lacking in the traditional teacher-based classroom. It allows learners the freedom to explore alternative pathways to find and develop their own style of learning. He added that if the content could be delivered in the form of graphics, text, and full-motion video, whenever and wherever in the world it is requested. He continues to add that the responsibility of the teachers and educators are to size this new technology and to work with.

Kreeft (1989); Nelson (1991) and Sotillo (2000) go further and suggests that not only the written discourse improves, but so does the oral discourse. "As with face-to-face communication, the synchronous discussion data show the functional uses of language as students engaged in interaction, such as requesting personal information, flirting, making assertions, challenging classmates, and joking among themselves. Synchronous communication seems to encourage communicative fluency, which is generally understood as a quality of oral communication that expresses itself in coherence, fluidity, and appropriate lexical choice."

Dodson (1999) indicated that thoughtful and meaningful discussion occurred in both mediums of conversations when students took a dialogical stance to the topics they introduced and maintained. He added that this stance was evident in the ways class members signaled a willingness to contribute and consider additional information and alternative perspectives. Aspects of conversational depth in terms of levels or iterations of comments were influenced by topic sponsorship and an investment in the topic itself. Along these lines, topics introduced as statements consisting of well-defined facts reflected a monological stance to the topic and invited and received less participation and thoughtful discussion. These comments seemed to have the purpose of transmitting or presenting information rather than being put forward as a basis for explanation or discussion.

Floyd (1981) conducted a study on teaching science by computer. The results of this study demonstrate that a computer program simulation was effective in teaching science classroom laboratory safety to pre-service teachers. The study also demonstrated that the subjects transferred the ability to correctly recognize and prioritize safety hazards in another simulated science classroom laboratory setting.

Poole (1984) and Herr (1994) pointed out that an effective computer simulation of a class responding to a teacher promises can be a useful tool for both teachers-in-training student- teachers and for educational researchers. This study explores the possibility that the analysis of teaching moves provided by Orme (1978) can be used as the basis for such a program. An initial version of the program, which has been called CLASIM, was developed using relatively ad hoc formulations to provide student responses which would encourage trainee-teacher users to increase their probing and questioning.

Ronald (1987) conducted a study to determine the relationship of field independence/dependence and a deductive/inductive approach to computer-assisted instruction materials. He pointed out to the individual differences in terms of cognitive style were predicted to interact with the presentation approach of the computer program and, thus, produce different outcomes in learning. The cognitive style of the subjects was hypothesized not to make a difference in learning achievement, whether the treatment was an inductive or deductive program. A second hypothesis stated that learning style would not be a factor in determining preference of treatment.

Mubina (1987) Analyzed the patterns of social interactions between teachers and students who are using computers in classrooms in Kenya; (1) Present data on how computers and the Logo, computer language were introduced and integrated by planners and teachers into the Geometry curriculum; (2) Report student achievement on Mathematics tests in computer using classrooms and classrooms not using computers. The first aim forms the major part of the investigation while the second provides the information necessary in understanding the background of my research. The test results are used as a way to introduce and discuss any relation between the social interactions and student achievement.

Zack (1987) investigated peer interaction and its relationship to the learning of Logo geometry concepts within an elementary school computer lab classroom environment. The work of four focal children (10-11 years old) and their partners was analyzed. The study looked at (1) the kind of working relationships which existed between the partners, (2) the verbal strategies used by the partners during their mathematics disagreement, and (3) the ways in which the talk between the partners and the strategies they used both contributed to their learning, and reflected their learning, of the geometry concepts (with an emphasis upon the aspect of angular rotation).

Goernert (1994) and Edmonds (1997) examined the perceptions and experiences of students, teaching assistants and administrators who employed Interactive Multimedia (IMM) and Computer Assisted Language Learning (CALL) to teach and learn French. The individuals involved in the study were with the Department of Foreign Languages at a northeastern, private university. The computer language lab that served as the setting for the study consisted of twenty computers and associated hardware and software.

Russin (1995) conducted a study of two sixth-grade classes at Bayshore Middle School (Middletown, New Jersey) who were enrolled in a 7-week keyboarding class. The first class met from October 31 through December 23, 1994; the second class met from January 3 through March 1, 1995. The instruction of the first group was teacher directed, and the students typed from a keyboarding textbook. After an introduction to keyboarding from the instructor, students in the second group received instruction from computer software, which was the same material as in the textbook. He added that both groups were pre-tested and post-tested on their one-minute typing speeds measured in gross words per minute and on their knowledge of the location of the letters and punctuation in the first three rows of the keyboard. The hypothesis that students who are taught the touch method of keyboarding with teacher-directed instruction in conjunction with the use of a keyboarding textbook will not perform more effectively than students who are taught the touch method of keyboarding using an interactive computer software program proved to be correct. The students made similar measurable gains in their progress regardless of the method of instruction. A section of related literature on teaching keyboarding is included, and appendices provide test scores.(ibid, 1995)

Ainsa (1993) examined the effects of parent educational level on parental attitudes toward the importance of education for their children, Mexican parents' and teachers' attitudes toward the importance of computer training in Mexican schools, and the effects of a parent literacy/computer literacy program on low-income, low-literacy parents and their preschool children.

Tierney (1992) supported Wolfman (2004) as they both examined the impact of computers, scanners, and videodisc players on students’ thinking, their approach to learning, and their interactions with others. After a total of 5 years of detailed observations of the students, as well as lengthy general and debriefing interviews, researchers saw dramatic shifts in students' thinking, learning, and interaction.

Statement of the Problem:

The researcher has been teaching English for many years at government schools and at An-Najah National University. He noticed that the students find difficulty in understanding the concept of using computer and classroom interaction. This difficulty may be arisen from lack of experience and information. He thinks that the psychological pressure of the inability to understand the idea of using computer, make the students worried and avoid using this technology. Their lack of experience, the limited exposure of students to this new technology and the traditional learning environment intensify the problem. The researcher finds it of greatest importance to be aware of the students' attitudes include their mental thought, feelings, perceptions towards discovering the relation between computer and classroom interaction.