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Dialogic teaching and iPads in the EAP classroom
ARTICLE

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Computers & Education Volume 88, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Mobile learning technology in the form of iPads has gained considerable attention recently in the literature on pedagogy and learning. This has led to a change in the roles of teachers and students, and the nature of the classroom interaction. What is not clear so far however, is how iPads have changed the nature of classroom talk and dialogic teaching. The present study aimed to examine the impact of iPad use on the opportunities for dialogic teaching in English for Academic Purposes (EAP) classes in an English medium university in the United Arab Emirates. The study reveals that although opportunities for dialogic teaching are both created and inhibited in classes utilizing the iPads, the most influential contributor to opportunities and restrictions lies depends on whether the teachers and students have adopted a dialogic stance. The study also revealed the need to examine dialogic teaching within the specific sociocultural and educational context of learning.

Citation

Engin, M. & Donanci, S. (2015). Dialogic teaching and iPads in the EAP classroom. Computers & Education, 88(1), 268-279. Elsevier Ltd. Retrieved October 23, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2015.06.005

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