Tweetstorming in the Language Classroom: Impact on EFL Tertiary Students’ Ideational Fluency and Syntactic Complexity | ||
| المجلة التربوية لکلية التربية بسوهاج | ||
| Article 11, Volume 46, Issue 46, October 2016, Pages 1-45 PDF (721.88 K) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/edusohag.2016.125616 | ||
| Author | ||
| Abdullah Mahmoud Ismail Ammar* | ||
| Assistant Professor of TEFL Sohag Faculty of Education | ||
| Abstract | ||
| The last few years have witnessed a paradigm shift in educational settings where language educators and practitioners have turned their focus from traditional face-to-face classroom practices to more hybrid and virtual language teaching/learning methodologies. This paradigm shift gained momentum with the introduction of Web 2.00 tools and social media applications and the increased tendency in education and workplace towards more technology-driven practices and solutions. The current study reports on an experimental treatment to employ Tweetstorming in writing classes of tertiary students and studying the impact on their ideational fluency and syntactic complexity. Participants were EFL tertiary students enrolled in Writing I course of the English Study program of Abu Dhabi University. Results of the study indicate that using Tweetstorming in the writing classes of tertiary EFL students brought about significant gains in their ideational fluency and syntactic complexity. Details of the instructional treatment along with the tools used in measuring students’ ideational fluency and syntactic complexity will be discussed. Recommendations for language education as well as suggestions for further research will be presented. | ||
| Keywords | ||
| Tweetstorming; Ideational Fluency; Syntactic Complexity | ||
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