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Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering
Published on: June 23, 2023
What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and
Liqaa Habeb Al-Obaydi1, Farzaneh Shakki2, Ragad M Tawafak3
1English Department, College of Education for Human Sciences, University of Diyala, Diyala, Iraq.
Abstract:
Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher-student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.
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