Improving Student Writing by Integrating Computer Aided Instruction with Face-To-Face Pedagogy

اكتساب اللغة الانجليزية أمر مهم لنجاح طلبة الشرق الاوسط و بالخصوص الطلبة الكويتيين في الحصول على الاعتماد الجامعي لهؤلاء الذين يطمحون لمتابعة دراستهم العليا. يدرس هذا البحث فعالية التعليمات المختلفة المزودة من خلال الحاسوب عن طريق الانترنت في نحسين مهارة الكتابة والقراءة لطلاب اللغة الانجليزية الاكاديمية ومقررات الكتابة. ان آثار طرق التدريس الفردية كانت ايضا عرضة للدراسة عن طريق مقابلة المدرسيين الذين يستخدمون كلا من امباور 3000 وطرق التدريس التقليدية. يمتحن الطلاب عم طريق (Empower 3000) للقراءة والفهم، تراكيب الجمل والكتابة مع تحصيل بعض الدرجات (Accuplacer) أكيوبليسر من خلال (Achieve 3000) أتشيف.

The present analysis examines whether differences in instructional approaches – specifically, whether and how Achieve 3000 (Achieve 3000 and Empower 3000 are interchangeably in this paper) has been used as part of the total course – relate to the differences in acquisition of the spectrum of English language skills. A control instructor devised non-Achieve oriented lessons toward attaining the same course objectives. Variations occurred in the extent to which nine instructors used all components of Achieve3000 and related educational methods for writing and article selection. These variations tallied with differential levels of student achievement measured by Achieve3000 Lexile gains and Accuplacer reading comprehension and writing score increases. Instructors using all five components of Achieve3000 (pre-reading poll and writing, article reading, multiple choice questions, post-article poll and writing and thought question) had students experiencing greater increases in Lexile scores. Additionally, instructors using a comprehensive structured instructional style – including all five components of Achieve3000 in conjunction with frequent or timed writing exercises and instructor-guided article selections – had students with greater Lexile gains. Differences in instructional style can be associated with theories of reinforcement, authoritarianism and cultural understanding. The greater increases determined in the present study, especially match the tenets of reinforcement theory, suggesting that the more opportunities for learning occur and are practiced within a given time frame, the greater are the advances in learning. The more highly structured instructional style (using all Achieve components, frequent and timed writing in-class writing exercises, and instructor-guided article selections) appeared to provide fundamentally more learning reinforcement, corresponding to greater gains in Lexile scores and Accuplacer results. Implications could be to encourage instru