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Scoring]]>
Scoring]]> Mon, 14 Nov 2022 01:05:07 GMT /marwaMEKNI/unit-3-topic-3pptx marwaMEKNI@slideshare.net(marwaMEKNI) Unit 3- Topic 3.pptx marwaMEKNI Scoring <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/unit3-topic3-221114010507-fe0a8747-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Scoring
Unit 3- Topic 3.pptx from Dr. Marwa Mekni-Toujani
]]> 139 0 https://cdn.slidesharecdn.com/ss_thumbnails/unit3-topic3-221114010507-fe0a8747-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teaching as Construction of Experience.ppsx /slideshow/teaching-as-construction-of-experienceppsx/251969994 methdology1teachingasconstructionofexperience-220612171755-5d1c0fa7
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf ]]>
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf ]]> Sun, 12 Jun 2022 17:17:55 GMT /slideshow/teaching-as-construction-of-experienceppsx/251969994 marwaMEKNI@slideshare.net(marwaMEKNI) Teaching as Construction of Experience.ppsx marwaMEKNI This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasconstructionofexperience-220612171755-5d1c0fa7-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf
Teaching as Construction of Experience.ppsx from Dr. Marwa Mekni-Toujani
]]> 128 0 https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasconstructionofexperience-220612171755-5d1c0fa7-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teaching as Behaviour Modification /slideshow/teaching-as-behaviour-modification/251969967 methdology1teachingasbehaviourmodification-220612171152-ac45780f
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf]]>
This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf]]> Sun, 12 Jun 2022 17:11:52 GMT /slideshow/teaching-as-behaviour-modification/251969967 marwaMEKNI@slideshare.net(marwaMEKNI) Teaching as Behaviour Modification marwaMEKNI This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasbehaviourmodification-220612171152-ac45780f-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This PPT is the first in the series of teaching methodologies for pre-service teachers. It is designed for English as a Medium of Instruction. It could also be of help for those studying Applied linguistics, TEFL, TESOL, TEYL, and Pedagogy. One PPT will be uploaded each week (Sunday) Teaching Theories. Pieces of information mentioned in these slides are adopted from https://nios.ac.in/media/documents/dled/Block1_502.pdf
Teaching as Behaviour Modification from Dr. Marwa Mekni-Toujani
]]> 84 0 https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasbehaviourmodification-220612171152-ac45780f-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Social Networks for Language Teachers /slideshow/social-networks-for-language-teachers/251251216 socialnetworks-220226104831
The world has undergone a tremendous change: we moved from letters to emails, from old-fashioned phone boxes to smart phones, from brochures to websites , from attending seminars to attending webinars, etc. and the most tremendous change is moving from face-to-face socializing to social networking. Everyone nowadays has joined social network in a way or another. Some are on FB; others are on Twitter. Others are still on the email stage. Others have FB accounts, Twitters, YouTube accounts, blogs, Flicker accounts, Instagram accounts and the list is still going on. Although the majority of us do think that social media tools are an indispensable part of society, and these tools are here to stay. Just a few would think of including them in their teaching. According to Cavazza (2012), the advent of smartphones, tablet computers and on campus WiFi means that students are always connected, sharing, publishing, playing and networking. Therefore, if we don't like to appear in the image of archaic teacher and if we like to be on speaking terms with the the social media generation, we should resort to what appeals to them 'social networks' Our job is to show students how social media can be used to achieve learning as many of them are not aware of the pedagogical value of these tools. The main goal of a FL teacher is to hold learners motivation, interest and focus during his/her lessons, which is believed to be the first step of guaranteeing successful learning. Thus, we should take advantage of this tremendous technological revolutions to meet our aims. ]]>
The world has undergone a tremendous change: we moved from letters to emails, from old-fashioned phone boxes to smart phones, from brochures to websites , from attending seminars to attending webinars, etc. and the most tremendous change is moving from face-to-face socializing to social networking. Everyone nowadays has joined social network in a way or another. Some are on FB; others are on Twitter. Others are still on the email stage. Others have FB accounts, Twitters, YouTube accounts, blogs, Flicker accounts, Instagram accounts and the list is still going on. Although the majority of us do think that social media tools are an indispensable part of society, and these tools are here to stay. Just a few would think of including them in their teaching. According to Cavazza (2012), the advent of smartphones, tablet computers and on campus WiFi means that students are always connected, sharing, publishing, playing and networking. Therefore, if we don't like to appear in the image of archaic teacher and if we like to be on speaking terms with the the social media generation, we should resort to what appeals to them 'social networks' Our job is to show students how social media can be used to achieve learning as many of them are not aware of the pedagogical value of these tools. The main goal of a FL teacher is to hold learners motivation, interest and focus during his/her lessons, which is believed to be the first step of guaranteeing successful learning. Thus, we should take advantage of this tremendous technological revolutions to meet our aims. ]]> Sat, 26 Feb 2022 10:48:31 GMT /slideshow/social-networks-for-language-teachers/251251216 marwaMEKNI@slideshare.net(marwaMEKNI) Social Networks for Language Teachers marwaMEKNI The world has undergone a tremendous change: we moved from letters to emails, from old-fashioned phone boxes to smart phones, from brochures to websites , from attending seminars to attending webinars, etc. and the most tremendous change is moving from face-to-face socializing to social networking. Everyone nowadays has joined social network in a way or another. Some are on FB; others are on Twitter. Others are still on the email stage. Others have FB accounts, Twitters, YouTube accounts, blogs, Flicker accounts, Instagram accounts and the list is still going on. Although the majority of us do think that social media tools are an indispensable part of society, and these tools are here to stay. Just a few would think of including them in their teaching. According to Cavazza (2012), the advent of smartphones, tablet computers and on campus WiFi means that students are always connected, sharing, publishing, playing and networking. Therefore, if we don't like to appear in the image of archaic teacher and if we like to be on speaking terms with the the social media generation, we should resort to what appeals to them 'social networks' Our job is to show students how social media can be used to achieve learning as many of them are not aware of the pedagogical value of these tools. The main goal of a FL teacher is to hold learners motivation, interest and focus during his/her lessons, which is believed to be the first step of guaranteeing successful learning. Thus, we should take advantage of this tremendous technological revolutions to meet our aims. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/socialnetworks-220226104831-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The world has undergone a tremendous change: we moved from letters to emails, from old-fashioned phone boxes to smart phones, from brochures to websites , from attending seminars to attending webinars, etc. and the most tremendous change is moving from face-to-face socializing to social networking. Everyone nowadays has joined social network in a way or another. Some are on FB; others are on Twitter. Others are still on the email stage. Others have FB accounts, Twitters, YouTube accounts, blogs, Flicker accounts, Instagram accounts and the list is still going on. Although the majority of us do think that social media tools are an indispensable part of society, and these tools are here to stay. Just a few would think of including them in their teaching. According to Cavazza (2012), the advent of smartphones, tablet computers and on campus WiFi means that students are always connected, sharing, publishing, playing and networking. Therefore, if we don&#39;t like to appear in the image of archaic teacher and if we like to be on speaking terms with the the social media generation, we should resort to what appeals to them &#39;social networks&#39; Our job is to show students how social media can be used to achieve learning as many of them are not aware of the pedagogical value of these tools. The main goal of a FL teacher is to hold learners motivation, interest and focus during his/her lessons, which is believed to be the first step of guaranteeing successful learning. Thus, we should take advantage of this tremendous technological revolutions to meet our aims.
Social Networks for Language Teachers from Dr. Marwa Mekni-Toujani
]]> 69 0 https://cdn.slidesharecdn.com/ss_thumbnails/socialnetworks-220226104831-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teaching MSA to Young Learners /marwaMEKNI/teaching-msa-to-young-learners arabiclanguage-220226104544
Introduction The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons: L1 acquisition is natural. It takes place without formal instruction. It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language. However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools. In a study conducted by Jabeur (2020) comparing teens attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 . However, MSA is still considered as Arabic speakers first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners negative attitudes towards learning MSA. Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching速 (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching. ]]>
Introduction The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons: L1 acquisition is natural. It takes place without formal instruction. It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language. However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools. In a study conducted by Jabeur (2020) comparing teens attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 . However, MSA is still considered as Arabic speakers first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners negative attitudes towards learning MSA. Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching速 (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching. ]]> Sat, 26 Feb 2022 10:45:44 GMT /marwaMEKNI/teaching-msa-to-young-learners marwaMEKNI@slideshare.net(marwaMEKNI) Teaching MSA to Young Learners marwaMEKNI Introduction The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons: L1 acquisition is natural. It takes place without formal instruction. It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language. However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools. In a study conducted by Jabeur (2020) comparing teens attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 . However, MSA is still considered as Arabic speakers first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners negative attitudes towards learning MSA. Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching速 (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/arabiclanguage-220226104544-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Introduction The first question that we should ask ourselves as MSA teachers is whether MSA is an L1 or L2. If it is an L1, we should not bother overthinking of better methods and techniques to teach it for the following reasons: L1 acquisition is natural. It takes place without formal instruction. It is easily learned. We just need to be exposed to much input to learn it. Eventually, all L1 learners reach the same attainment level. All of them can fully master the language. However, for an L2 to be learned, it should be taught, it takes much more effort. Adding to input, other variables such as socio-affective and cognitive variables can interfere, which results in different attainment levels. That is, some succeed, others might not, which is the case of MSA in our schools. In a study conducted by Jabeur (2020) comparing teens attitudes, (results on PPT). Other linguists such as Daoud and Maamouri admitted in their articles Language situation in Tunisia and language education and development: Arabic Diglossia and its impact on the quality of education in the Arab region that MSA is an L2 . However, MSA is still considered as Arabic speakers first language despite the fact it is not the first language that children learn at home. This denial, especially in academic contexts, leads to learners negative attitudes towards learning MSA. Today, I would like to present to you the Neurolanguage coaching to language teaching. Actually, this term was newly coined by Rachel Paling in 2012. First, what is Neurolanguage Coaching速 (NLC)? It is a combination of principles issued from coaching and neuroscience applied to communicative language teaching.
Teaching MSA to Young Learners from Dr. Marwa Mekni-Toujani
]]> 81 0 https://cdn.slidesharecdn.com/ss_thumbnails/arabiclanguage-220226104544-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using Smart Boards in EFL Classrooms /slideshow/using-smart-boards-in-efl-classrooms/251251200 usingsmartboardsineflclassrooms-220226104224
My presentation is entitled Using Smart Boards in EFL Classrooms: Benefits and Limitations. It is divided into seven sections which are (1) Introduction (2) ICT Tools (3) Rationale for this presentation (4) Defining 束 smart boards 損 (5) Introducing the Present Study i.e., its Aim, its Setting, its Participants, its Research Hypotheses, its Instrument, and The Results obtained. Then, a Summary of Results and Discussion was presented. What follows are the Limitations and Implications. A final takeaway message was the concluding point. With the prevalence of technology in every domain of human life, the advent of ICT tools in EFL classrooms becomes a requisite. Therefore, the old debate whether ICT should be used in EFL classrooms or not is no longer relevant. It is illogical to teach the IPad and smartphone generation with outdated methods. ]]>
My presentation is entitled Using Smart Boards in EFL Classrooms: Benefits and Limitations. It is divided into seven sections which are (1) Introduction (2) ICT Tools (3) Rationale for this presentation (4) Defining 束 smart boards 損 (5) Introducing the Present Study i.e., its Aim, its Setting, its Participants, its Research Hypotheses, its Instrument, and The Results obtained. Then, a Summary of Results and Discussion was presented. What follows are the Limitations and Implications. A final takeaway message was the concluding point. With the prevalence of technology in every domain of human life, the advent of ICT tools in EFL classrooms becomes a requisite. Therefore, the old debate whether ICT should be used in EFL classrooms or not is no longer relevant. It is illogical to teach the IPad and smartphone generation with outdated methods. ]]> Sat, 26 Feb 2022 10:42:23 GMT /slideshow/using-smart-boards-in-efl-classrooms/251251200 marwaMEKNI@slideshare.net(marwaMEKNI) Using Smart Boards in EFL Classrooms marwaMEKNI My presentation is entitled Using Smart Boards in EFL Classrooms: Benefits and Limitations. It is divided into seven sections which are (1) Introduction (2) ICT Tools (3) Rationale for this presentation (4) Defining 束 smart boards 損 (5) Introducing the Present Study i.e., its Aim, its Setting, its Participants, its Research Hypotheses, its Instrument, and The Results obtained. Then, a Summary of Results and Discussion was presented. What follows are the Limitations and Implications. A final takeaway message was the concluding point. With the prevalence of technology in every domain of human life, the advent of ICT tools in EFL classrooms becomes a requisite. Therefore, the old debate whether ICT should be used in EFL classrooms or not is no longer relevant. It is illogical to teach the IPad and smartphone generation with outdated methods. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/usingsmartboardsineflclassrooms-220226104224-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> My presentation is entitled Using Smart Boards in EFL Classrooms: Benefits and Limitations. It is divided into seven sections which are (1) Introduction (2) ICT Tools (3) Rationale for this presentation (4) Defining 束 smart boards 損 (5) Introducing the Present Study i.e., its Aim, its Setting, its Participants, its Research Hypotheses, its Instrument, and The Results obtained. Then, a Summary of Results and Discussion was presented. What follows are the Limitations and Implications. A final takeaway message was the concluding point. With the prevalence of technology in every domain of human life, the advent of ICT tools in EFL classrooms becomes a requisite. Therefore, the old debate whether ICT should be used in EFL classrooms or not is no longer relevant. It is illogical to teach the IPad and smartphone generation with outdated methods.
Using Smart Boards in EFL Classrooms from Dr. Marwa Mekni-Toujani
]]> 89 0 https://cdn.slidesharecdn.com/ss_thumbnails/usingsmartboardsineflclassrooms-220226104224-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Using Videos as a Tool to Motivate Students /slideshow/using-videos-as-a-tool-to-motivate-students/251251185 usingvideosasatooltomotivatestudents-220226103927
Introduction My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context. Theoretical background Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts. Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system. So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT). CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process. I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom. Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey. As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students. ]]>
Introduction My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context. Theoretical background Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts. Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system. So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT). CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process. I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom. Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey. As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students. ]]> Sat, 26 Feb 2022 10:39:26 GMT /slideshow/using-videos-as-a-tool-to-motivate-students/251251185 marwaMEKNI@slideshare.net(marwaMEKNI) Using Videos as a Tool to Motivate Students marwaMEKNI Introduction My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context. Theoretical background Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts. Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system. So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT). CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process. I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom. Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey. As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/usingvideosasatooltomotivatestudents-220226103927-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Introduction My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let&#39;s start with a theoretical background to put this presentation in context. Theoretical background Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts. Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system. So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT). CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process. I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom. Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey. As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher&#39;s objective can differ from the curriculum developers&#39; objectives, which was my case while teaching my Turkish eight grade students.
Using Videos as a Tool to Motivate Students from Dr. Marwa Mekni-Toujani
]]> 62 0 https://cdn.slidesharecdn.com/ss_thumbnails/usingvideosasatooltomotivatestudents-220226103927-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Integrating Incoming Information into Discourse Model in Tunisian Arabic /slideshow/integrating-incoming-information-into-discourse-model-in-tunisian-arabic-251251175/251251175 exlingpostermarwam-220226103612
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & OBrien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?]]>
There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & OBrien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?]]> Sat, 26 Feb 2022 10:36:11 GMT /slideshow/integrating-incoming-information-into-discourse-model-in-tunisian-arabic-251251175/251251175 marwaMEKNI@slideshare.net(marwaMEKNI) Integrating Incoming Information into Discourse Model in Tunisian Arabic marwaMEKNI There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, & Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman & Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon & Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith & OBrien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/exlingpostermarwam-220226103612-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> There are two main lines in discourse processing research. The first one is interested in understanding the type of inferences that constitute discourse representations (logical inferences, bridging inferences, elaborative inferences, predictive inferences, etc.) (Stewart, Kidd, &amp; Haigh, 2009). The second line is interested in the time course of integrating incoming information with the unfolding discourse model (ibid). This study addressed the second line of research. Incoming information can be integrated as soon as it is available (early integration model) or it is integrated later as a wrap-up operation (delayed integration model) (Guzman &amp; Klin, 2000). That is, the endeavor of the present study was to gauge the time course of connecting incoming information to information mentioned earlier in the text that are no longer available in Working Memory (WM). Additionally, There are some factors that are believed to affect the time course of the generation of discourse-level representations. In fact, Hannon &amp; Daneman (2001) argue that cognitive styles can influence the ability to detect anomalies. Concerning task demands, it is argued that some instructions require different strategies by the reader (Smith &amp; OBrien, 2012). Hence, this study explored the effects of both field-dependency and task demands. Ultimately, the present study aspired to answer the following research questions: (1) does readers sensitivity to spatial anomaly affect the time-course of integrating incoming information into the unfolding discourse model in Tunisian Arabic (TA)? (2) do field dependency and task demands affect the time-course of integration in TA?
Integrating Incoming Information into Discourse Model in Tunisian Arabic from Dr. Marwa Mekni-Toujani
]]> 18 0 https://cdn.slidesharecdn.com/ss_thumbnails/exlingpostermarwam-220226103612-thumbnail.jpg?width=120&height=120&fit=bounds document 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Rethinking English Learning/Teaching in Vocational Colleges /slideshow/rethinking-english-learningteaching-in-vocational-colleges/251250708 tesol2019-220226082256
FL learning differs from Second Language (SL) learning as FL is hardly used outside the classroom context. Therefore, the classroom constitutes the main environment where FL learning either flourishes or perishes. A lot of factors co-interact in this classroom environment. For instance, equipment, textbooks, language learning policy, teachers and learners influence the success or failure of FL learning. In technical colleges, mastering the English language has really occupied the education policy makers. This results in a series of educational changes ranging from increasing the number of English teaching hours, rectifying textbooks, to varying teaching methods, etc. Still, such reforms have not really improved English learning because they have not remarkably stressed the stakeholders of the FL learning who are teachers and learners. In this presentation, I will argue that building a good teacher-student rapport and developing brain-based coaching enhance English learning and introduce learners to the world of "English passion" in technical institutions. Thus, the goal of this presentation is twofold. First, it will present some techniques to build a good teacher-student rapport. Second, it will introduce the main principles of "Neurolanguage Coaching" which are mainly brain-friendly learning and coaching principles. Keywords: Neurolanguage Coaching, teacher-student rapport, vocational institutions, stakeholders of the FL learning, educational changes. ]]>
FL learning differs from Second Language (SL) learning as FL is hardly used outside the classroom context. Therefore, the classroom constitutes the main environment where FL learning either flourishes or perishes. A lot of factors co-interact in this classroom environment. For instance, equipment, textbooks, language learning policy, teachers and learners influence the success or failure of FL learning. In technical colleges, mastering the English language has really occupied the education policy makers. This results in a series of educational changes ranging from increasing the number of English teaching hours, rectifying textbooks, to varying teaching methods, etc. Still, such reforms have not really improved English learning because they have not remarkably stressed the stakeholders of the FL learning who are teachers and learners. In this presentation, I will argue that building a good teacher-student rapport and developing brain-based coaching enhance English learning and introduce learners to the world of "English passion" in technical institutions. Thus, the goal of this presentation is twofold. First, it will present some techniques to build a good teacher-student rapport. Second, it will introduce the main principles of "Neurolanguage Coaching" which are mainly brain-friendly learning and coaching principles. Keywords: Neurolanguage Coaching, teacher-student rapport, vocational institutions, stakeholders of the FL learning, educational changes. ]]> Sat, 26 Feb 2022 08:22:55 GMT /slideshow/rethinking-english-learningteaching-in-vocational-colleges/251250708 marwaMEKNI@slideshare.net(marwaMEKNI) Rethinking English Learning/Teaching in Vocational Colleges marwaMEKNI FL learning differs from Second Language (SL) learning as FL is hardly used outside the classroom context. Therefore, the classroom constitutes the main environment where FL learning either flourishes or perishes. A lot of factors co-interact in this classroom environment. For instance, equipment, textbooks, language learning policy, teachers and learners influence the success or failure of FL learning. In technical colleges, mastering the English language has really occupied the education policy makers. This results in a series of educational changes ranging from increasing the number of English teaching hours, rectifying textbooks, to varying teaching methods, etc. Still, such reforms have not really improved English learning because they have not remarkably stressed the stakeholders of the FL learning who are teachers and learners. In this presentation, I will argue that building a good teacher-student rapport and developing brain-based coaching enhance English learning and introduce learners to the world of "English passion" in technical institutions. Thus, the goal of this presentation is twofold. First, it will present some techniques to build a good teacher-student rapport. Second, it will introduce the main principles of "Neurolanguage Coaching" which are mainly brain-friendly learning and coaching principles. Keywords: Neurolanguage Coaching, teacher-student rapport, vocational institutions, stakeholders of the FL learning, educational changes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tesol2019-220226082256-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> FL learning differs from Second Language (SL) learning as FL is hardly used outside the classroom context. Therefore, the classroom constitutes the main environment where FL learning either flourishes or perishes. A lot of factors co-interact in this classroom environment. For instance, equipment, textbooks, language learning policy, teachers and learners influence the success or failure of FL learning. In technical colleges, mastering the English language has really occupied the education policy makers. This results in a series of educational changes ranging from increasing the number of English teaching hours, rectifying textbooks, to varying teaching methods, etc. Still, such reforms have not really improved English learning because they have not remarkably stressed the stakeholders of the FL learning who are teachers and learners. In this presentation, I will argue that building a good teacher-student rapport and developing brain-based coaching enhance English learning and introduce learners to the world of &quot;English passion&quot; in technical institutions. Thus, the goal of this presentation is twofold. First, it will present some techniques to build a good teacher-student rapport. Second, it will introduce the main principles of &quot;Neurolanguage Coaching&quot; which are mainly brain-friendly learning and coaching principles. Keywords: Neurolanguage Coaching, teacher-student rapport, vocational institutions, stakeholders of the FL learning, educational changes.
Rethinking English Learning/Teaching in Vocational Colleges from Dr. Marwa Mekni-Toujani
]]> 77 0 https://cdn.slidesharecdn.com/ss_thumbnails/tesol2019-220226082256-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Communication Skills: Are Our Aims Realised? /slideshow/communication-skills-are-our-aims-realised/251250635 tesol2020marwameknitoujani-final-220226080358
As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.]]>
As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.]]> Sat, 26 Feb 2022 08:03:57 GMT /slideshow/communication-skills-are-our-aims-realised/251250635 marwaMEKNI@slideshare.net(marwaMEKNI) Communication Skills: Are Our Aims Realised? marwaMEKNI As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tesol2020marwameknitoujani-final-220226080358-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> As teachers, we always seek what brings both vibrancy and benefits to our students. A new twist or a revised technique could add freshness and facilitate learning in our classes. That is why we attend conferences such as TESOL Arabia. I guess everyone attending this conference including myself is looking for some innovative techniques to apply or to see how an outdated technique is revisited. Accordingly, I would like to share with you some of the learning materials that proved to be somehow successful in my advanced communication classes. Sharing these ideas with you could enrich your future classes and your feedback will certainly enrich my future classes. Without further do, I will begin with sharing my teaching as well as my institution teaching perspective, then I will move to the implemented activities and the students feedback to see if the aims set have been accomplished and I will conclude with the lessons that I have learnt.
Communication Skills: Are Our Aims Realised? from Dr. Marwa Mekni-Toujani
]]> 71 0 https://cdn.slidesharecdn.com/ss_thumbnails/tesol2020marwameknitoujani-final-220226080358-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Islt doctoral day may2018_marwa /slideshow/islt-doctoral-day-may2018marwa-95990610/95990610 isltdoctoraldaymay2018marwa-180504201301
1. This presentation aims at highlighting available resources that help PhD researchers collect their own data, analyze it and report it in spite of the different problems they encounter (e.g., scarcity of resources available, absence of funding, etc.). It concludes with providing some advice to enrich academic research. 2. If you google a PhD thesis, you will find a plethora of books and resources on how to write a PhD. Here are some examples. 3. The majority of them basically focus on the PhD research life cycle. They present pieces of advice on research topic choice, research design i.e., needed equipment, materials, procedure to be followed, how to carry out research how to sample, how to implement quantitative and qualitative techniques, how to collect data, how to analyze it, how to draw charts, tables, how to interpret results and come up with new interpretations, and how to prepare the PhD viva. However, they do not focus on the principal agent who is the PhD researcher. 4. Therefore, by analogy, we can talk about the PhD Researcher life cycle. Actually, as PhD candidates we start as dreamers. After convincing our supervisors by our topic and after being accepted by the doctoral committee, we are illuded by the idea that we have a clear direct path to go from our research topic to our final dissertation. Life is rosy and no clouds on the horizon. Yet, our path is not as straight as we expected, it is full of slopes and bumps and we end up in the lost phase. Lack of resources, technical problems, statistical problems, etc makes the PhD researcher journey gloomy. The cycle ends up by the achiever phase. We have 4 steps in this phase. The first step is finishing the first draft. The Second step is submitting the thesis. The thirst step is the oral presentation and the last one is when you are officially declared as a doctor. However, the movement from lost to achiever is not rapid and smooth if the PhD candidate does not develop a problem-solving attitude characterized by autonomy and collaboration. The lost phase should not be so long if we move quickly to the problem-solver stage.In this presentation, I will reveal some of the techniques that I have personally found effective during my journey. 5. Those techniques are the toolbox of an effective problem-solver PhD researcher. In this toolbox, we find an effective study plan. Because we have 3 to 4 years, we can divide them as the following first year reading and taking notes, second year designing and implementing the research as well as analyzing data. The third year and probably the fourth year should be devoted to writing. 11. We should look at PhD research as science production. Our researches are the building bricks of scientific development which aims at improving our world and benefiting others . We should cooperate to reach such end. Thus, both collaboration and autonomy lead us to achieving our final goals. ]]>
1. This presentation aims at highlighting available resources that help PhD researchers collect their own data, analyze it and report it in spite of the different problems they encounter (e.g., scarcity of resources available, absence of funding, etc.). It concludes with providing some advice to enrich academic research. 2. If you google a PhD thesis, you will find a plethora of books and resources on how to write a PhD. Here are some examples. 3. The majority of them basically focus on the PhD research life cycle. They present pieces of advice on research topic choice, research design i.e., needed equipment, materials, procedure to be followed, how to carry out research how to sample, how to implement quantitative and qualitative techniques, how to collect data, how to analyze it, how to draw charts, tables, how to interpret results and come up with new interpretations, and how to prepare the PhD viva. However, they do not focus on the principal agent who is the PhD researcher. 4. Therefore, by analogy, we can talk about the PhD Researcher life cycle. Actually, as PhD candidates we start as dreamers. After convincing our supervisors by our topic and after being accepted by the doctoral committee, we are illuded by the idea that we have a clear direct path to go from our research topic to our final dissertation. Life is rosy and no clouds on the horizon. Yet, our path is not as straight as we expected, it is full of slopes and bumps and we end up in the lost phase. Lack of resources, technical problems, statistical problems, etc makes the PhD researcher journey gloomy. The cycle ends up by the achiever phase. We have 4 steps in this phase. The first step is finishing the first draft. The Second step is submitting the thesis. The thirst step is the oral presentation and the last one is when you are officially declared as a doctor. However, the movement from lost to achiever is not rapid and smooth if the PhD candidate does not develop a problem-solving attitude characterized by autonomy and collaboration. The lost phase should not be so long if we move quickly to the problem-solver stage.In this presentation, I will reveal some of the techniques that I have personally found effective during my journey. 5. Those techniques are the toolbox of an effective problem-solver PhD researcher. In this toolbox, we find an effective study plan. Because we have 3 to 4 years, we can divide them as the following first year reading and taking notes, second year designing and implementing the research as well as analyzing data. The third year and probably the fourth year should be devoted to writing. 11. We should look at PhD research as science production. Our researches are the building bricks of scientific development which aims at improving our world and benefiting others . We should cooperate to reach such end. Thus, both collaboration and autonomy lead us to achieving our final goals. ]]> Fri, 04 May 2018 20:13:00 GMT /slideshow/islt-doctoral-day-may2018marwa-95990610/95990610 marwaMEKNI@slideshare.net(marwaMEKNI) Islt doctoral day may2018_marwa marwaMEKNI 1. This presentation aims at highlighting available resources that help PhD researchers collect their own data, analyze it and report it in spite of the different problems they encounter (e.g., scarcity of resources available, absence of funding, etc.). It concludes with providing some advice to enrich academic research. 2. If you google a PhD thesis, you will find a plethora of books and resources on how to write a PhD. Here are some examples. 3. The majority of them basically focus on the PhD research life cycle. They present pieces of advice on research topic choice, research design i.e., needed equipment, materials, procedure to be followed, how to carry out research how to sample, how to implement quantitative and qualitative techniques, how to collect data, how to analyze it, how to draw charts, tables, how to interpret results and come up with new interpretations, and how to prepare the PhD viva. However, they do not focus on the principal agent who is the PhD researcher. 4. Therefore, by analogy, we can talk about the PhD Researcher life cycle. Actually, as PhD candidates we start as dreamers. After convincing our supervisors by our topic and after being accepted by the doctoral committee, we are illuded by the idea that we have a clear direct path to go from our research topic to our final dissertation. Life is rosy and no clouds on the horizon. Yet, our path is not as straight as we expected, it is full of slopes and bumps and we end up in the lost phase. Lack of resources, technical problems, statistical problems, etc makes the PhD researcher journey gloomy. The cycle ends up by the achiever phase. We have 4 steps in this phase. The first step is finishing the first draft. The Second step is submitting the thesis. The thirst step is the oral presentation and the last one is when you are officially declared as a doctor. However, the movement from lost to achiever is not rapid and smooth if the PhD candidate does not develop a problem-solving attitude characterized by autonomy and collaboration. The lost phase should not be so long if we move quickly to the problem-solver stage.In this presentation, I will reveal some of the techniques that I have personally found effective during my journey. 5. Those techniques are the toolbox of an effective problem-solver PhD researcher. In this toolbox, we find an effective study plan. Because we have 3 to 4 years, we can divide them as the following first year reading and taking notes, second year designing and implementing the research as well as analyzing data. The third year and probably the fourth year should be devoted to writing. 11. We should look at PhD research as science production. Our researches are the building bricks of scientific development which aims at improving our world and benefiting others . We should cooperate to reach such end. Thus, both collaboration and autonomy lead us to achieving our final goals. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/isltdoctoraldaymay2018marwa-180504201301-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> 1. This presentation aims at highlighting available resources that help PhD researchers collect their own data, analyze it and report it in spite of the different problems they encounter (e.g., scarcity of resources available, absence of funding, etc.). It concludes with providing some advice to enrich academic research. 2. If you google a PhD thesis, you will find a plethora of books and resources on how to write a PhD. Here are some examples. 3. The majority of them basically focus on the PhD research life cycle. They present pieces of advice on research topic choice, research design i.e., needed equipment, materials, procedure to be followed, how to carry out research how to sample, how to implement quantitative and qualitative techniques, how to collect data, how to analyze it, how to draw charts, tables, how to interpret results and come up with new interpretations, and how to prepare the PhD viva. However, they do not focus on the principal agent who is the PhD researcher. 4. Therefore, by analogy, we can talk about the PhD Researcher life cycle. Actually, as PhD candidates we start as dreamers. After convincing our supervisors by our topic and after being accepted by the doctoral committee, we are illuded by the idea that we have a clear direct path to go from our research topic to our final dissertation. Life is rosy and no clouds on the horizon. Yet, our path is not as straight as we expected, it is full of slopes and bumps and we end up in the lost phase. Lack of resources, technical problems, statistical problems, etc makes the PhD researcher journey gloomy. The cycle ends up by the achiever phase. We have 4 steps in this phase. The first step is finishing the first draft. The Second step is submitting the thesis. The thirst step is the oral presentation and the last one is when you are officially declared as a doctor. However, the movement from lost to achiever is not rapid and smooth if the PhD candidate does not develop a problem-solving attitude characterized by autonomy and collaboration. The lost phase should not be so long if we move quickly to the problem-solver stage.In this presentation, I will reveal some of the techniques that I have personally found effective during my journey. 5. Those techniques are the toolbox of an effective problem-solver PhD researcher. In this toolbox, we find an effective study plan. Because we have 3 to 4 years, we can divide them as the following first year reading and taking notes, second year designing and implementing the research as well as analyzing data. The third year and probably the fourth year should be devoted to writing. 11. We should look at PhD research as science production. Our researches are the building bricks of scientific development which aims at improving our world and benefiting others . We should cooperate to reach such end. Thus, both collaboration and autonomy lead us to achieving our final goals.
Islt doctoral day may2018_marwa from Dr. Marwa Mekni-Toujani
]]> 154 7 https://cdn.slidesharecdn.com/ss_thumbnails/isltdoctoraldaymay2018marwa-180504201301-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Getting the Job /slideshow/getting-the-job-72152922/72152922 gettingthejob-170214201804
Tips to effectively sell yourself in nowadays job market.]]>
Tips to effectively sell yourself in nowadays job market.]]> Tue, 14 Feb 2017 20:18:03 GMT /slideshow/getting-the-job-72152922/72152922 marwaMEKNI@slideshare.net(marwaMEKNI) Getting the Job marwaMEKNI Tips to effectively sell yourself in nowadays job market. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gettingthejob-170214201804-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Tips to effectively sell yourself in nowadays job market.
Getting the Job from Dr. Marwa Mekni-Toujani
]]> 228 4 https://cdn.slidesharecdn.com/ss_thumbnails/gettingthejob-170214201804-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Effective ELT Practices /slideshow/effective-eltpractices/68245500 effective-elt-practices-161105202505
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.]]>
This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.]]> Sat, 05 Nov 2016 20:25:04 GMT /slideshow/effective-eltpractices/68245500 marwaMEKNI@slideshare.net(marwaMEKNI) Effective ELT Practices marwaMEKNI This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/effective-elt-practices-161105202505-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation is about some activities that I tried in my classrooms and that provd to be a success. They met the main aims of the lesson which were involving learners, motivating them to take in the information presented, and leading them to use what they learned.
Effective ELT Practices from Dr. Marwa Mekni-Toujani
]]> 97 2 https://cdn.slidesharecdn.com/ss_thumbnails/effective-elt-practices-161105202505-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Neurolanguage Coaching and ESL /slideshow/neurolanguage-coaching/68244340 neurolanguagecoaching-161105191844
Neurolanguage coaching can be considerd as the magic pot where all the teaching/learning approaches melt in a smoother way to be easily absorbed by the brain. It is developed by Rachel Paling in 2012.]]>
Neurolanguage coaching can be considerd as the magic pot where all the teaching/learning approaches melt in a smoother way to be easily absorbed by the brain. It is developed by Rachel Paling in 2012.]]> Sat, 05 Nov 2016 19:18:44 GMT /slideshow/neurolanguage-coaching/68244340 marwaMEKNI@slideshare.net(marwaMEKNI) Neurolanguage Coaching and ESL marwaMEKNI Neurolanguage coaching can be considerd as the magic pot where all the teaching/learning approaches melt in a smoother way to be easily absorbed by the brain. It is developed by Rachel Paling in 2012. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/neurolanguagecoaching-161105191844-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Neurolanguage coaching can be considerd as the magic pot where all the teaching/learning approaches melt in a smoother way to be easily absorbed by the brain. It is developed by Rachel Paling in 2012.
Neurolanguage Coaching and ESL from Dr. Marwa Mekni-Toujani
]]> 1136 3 https://cdn.slidesharecdn.com/ss_thumbnails/neurolanguagecoaching-161105191844-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-marwaMEKNI-48x48.jpg?cb=1726559123 Marwa Mekni Toujani is an English lecturer at Interlink International Institute at Al Yamamah University, Saudi Arabia. She holds a Bachelor degree in English language, literature and civilisation (minor: Linguistics) and a Master degree in Applied Linguistics (minor: Psycholinguistics) from Higher Institute of Languages, Tunis (University of Carthage, Tunisia) and she received her PhD degree in Linguistics (minor: Psycholinguistics) from the same institute. She has been in the teaching domain since January 2013 and she has taught in Tunisia, Turkey and Saudi Arabia. Her interests are linguistics, experimental psycholinguistics, ELT curriculum and instruction, and educational psychology. psycholinguisticstravelbooks.wordpress.com/ https://cdn.slidesharecdn.com/ss_thumbnails/unit3-topic3-221114010507-fe0a8747-thumbnail.jpg?width=320&height=320&fit=bounds marwaMEKNI/unit-3-topic-3pptx Unit 3- Topic 3.pptx https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasconstructionofexperience-220612171755-5d1c0fa7-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/teaching-as-construction-of-experienceppsx/251969994 Teaching as Constructi... https://cdn.slidesharecdn.com/ss_thumbnails/methdology1teachingasbehaviourmodification-220612171152-ac45780f-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/teaching-as-behaviour-modification/251969967 Teaching as Behaviour ...