Author First name, Last name, Institution

Zeina Hojeij, Zayed University
Zoe Hurley, Zayed University

Document Type

Article

Source of Publication

International Journal for the Scholarship of Teaching and Learning

Publication Date

1-31-2017

Abstract

Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes difficult for educators to know where to begin and for students to know how best to use it to advance their studies and improve their writing. Focusing on university students at a pre-university English as Second Language (ESL) program in Dubai, this paper discusses how mobile learning and the use of a range of apps can foster peer and self-editing, aid noticing and enhance ownership of the writing process. It is argued that flipping corrective feedback helps students to notice their errors and spend more time developing their writing.

ISSN

1931-4744

Publisher

Georgia Southern University

Volume

11

First Page

4

Disciplines

Education

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Indexed in Scopus

no

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

Included in

Education Commons

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