https://iiste.org/Journals/index.php/JLLL/gateway/plugin/WebFeedGatewayPlugin/rss2
Before: LLL</p><p><span><br /></span></p>
https://iiste.org/Journals/index.php/JLLL/gateway/plugin/WebFeedGatewayPlugin/rss2
Before: e-based approach combined with a small scale mixed method design, drawing on questionnaire data and open ended student feedback from 60 second year medical students. The findings indicate that gamification positively influences student engagement and motivation, enhances vocabulary recall, and contributes to a more dynamic and supportive classroom atmosphere. Students also reported reduced learning anxiety and increased peer interaction. Overall, the results suggest that when used purposefully,
Match: Kahoot
After: and Quizlet can transform medical vocabulary learning from a largely passive process into an active and meaningful experience. The study concludes that gamified learning offers an effective, low cost, and sustainable pedagogical strategy for English for Medical Purposes, with potential relevance for broader ESP contexts.</p> <p><strong>Keywords:</strong> Gamification, Medical English, Kahoot, Quizlet, engagement, retention, UMP at HCMC</p> <p><strong>DO
https://www.iiste.org/Journals/index.php/JLLL/gateway/plugin/WebFeedGatewayPlugin/rss2
Before: LLL</p><p><span><br /></span></p>
https://www.iiste.org/Journals/index.php/JLLL/gateway/plugin/WebFeedGatewayPlugin/rss2
Before: e-based approach combined with a small scale mixed method design, drawing on questionnaire data and open ended student feedback from 60 second year medical students. The findings indicate that gamification positively influences student engagement and motivation, enhances vocabulary recall, and contributes to a more dynamic and supportive classroom atmosphere. Students also reported reduced learning anxiety and increased peer interaction. Overall, the results suggest that when used purposefully,
Match: Kahoot
After: and Quizlet can transform medical vocabulary learning from a largely passive process into an active and meaningful experience. The study concludes that gamified learning offers an effective, low cost, and sustainable pedagogical strategy for English for Medical Purposes, with potential relevance for broader ESP contexts.</p> <p><strong>Keywords:</strong> Gamification, Medical English, Kahoot, Quizlet, engagement, retention, UMP at HCMC</p> <p><strong>DO
https://fenix.tecnico.ulisboa.pt/disciplinas/CIO517957/2018-2019/1-semestre/rss/announcement
Before: n>
https://fenix.tecnico.ulisboa.pt/disciplinas/CIO517957/2018-2019/1-semestre/ver-post/week-10---additional-practical-class-on-tuesday
https://www.awraqthaqafya.com/category/%D8%A3%D8%A8%D8%AD%D8%A7%D8%AB/%D9%84%D8%BA%D8%A9-%D8%A5%D9%86%D9%83%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/feed/
Before: width="100">AI Tool
Teaching Aids
| Generates grammar quizzes and exercises |
Match: Kahoot
After:
| Creates interactive games and quizzes for grammar practice |
| Offers gamified grammar exercises. |
https://www.awraqthaqafya.com/category/%D8%A3%D8%A8%D8%AD%D8%A7%D8%AB/%D9%84%D8%BA%D8%A9-%D8%A5%D9%86%D9%83%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/feed/
Before: no teachers with less than 1 year of experience. This distribution highlights the significant presence of experienced teachers in the study, which may influence their perspectives and practices related to the use of AI tools in grammar instruction.
Question 3
When asked about the usage and familiarity of various AI tools, 68.3% of the teachers use ChatGPT, Copilot, Gemini, or other chatbots. Grammarly follows, with 24 responses (38.1%).
Match: Kahoot
After: and Quizlet are also notable, with 15 (23.8%) and 17 (27%) responses respectively. QuillBot and Turnitin have lower usage rates, at 12.7% and 9.5%, respectively. However, 15.9% of the teachers are not familiar with any of the tools listed. Finally, Nearpod shows the least engagement at 4.8%.
Figure 2 Teachers’ usage and familiarity with AI tools
Question 4
In the context of AI tool usage during various teach
https://www.awraqthaqafya.com/category/%D8%A3%D8%A8%D8%AD%D8%A7%D8%AB/%D9%84%D8%BA%D8%A9-%D8%A5%D9%86%D9%83%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/feed/
Before: in Nabatieh District. First, the findings reveal that teachers are generally aware of the benefits of AI tools, particularly in saving time during lesson preparation and enhancing student engagement, answering the first research question. Second, the study demonstrates that a significant number of teachers actively use AI tools for planning, resource finding, and exercise creation, thus addressing the second research question. The most commonly used tools identified include ChatGPT, Grammarly,
Match: Kahoot
After: , and Quizlet, providing a clear answer to the third research question about the specific AI tools in use. Regarding the effectiveness and benefits of AI tools, teachers expressed positive perceptions, answering the last research question.
Appendix A
Teacher Use of AI in Grammar Teaching Practices Questionnaire
Instructions: Please answer the following questions based on your experience and practices.
https://www.awraqthaqafya.com/category/%D8%A3%D8%A8%D8%AD%D8%A7%D8%AB/%D9%84%D8%BA%D8%A9-%D8%A5%D9%86%D9%83%D9%84%D9%8A%D8%B2%D9%8A%D8%A9/feed/
Before: cle 3
- Less than 1 year
- 1-5 years
- 6-10 years
- More than 10 years
AI-Tool Familiarity and Usage
- Please indicate your familiarity with the following AI tools (check all that apply):
- Grammarly
- ChatGPT, Copilot, Gemini or other Chatbots
- Turnitin
- QuillBot
- Nearpod
- Quizlet
-
Match: Kahoot
After: - Not familiar with any
- Other…
- In which of the following teaching stages do you primarily use AI tools? (check all that apply):
- Planning and preparation
- Teaching and delivery
- Assessment and feedback
- Finding resources
- None
- Other…
- How frequently do you use AI tools in your grammar teaching (including preparation)?
- Daily
- Weekly
- Monthly
- Occasionally
https://www.projectcora.org/taxonomy/term/2014/feed
Before: se students in other courses so this is and scaffolded approach with this being their last session with the librarian. The purpose of the librarian session is to make sure they feel comfortable doing advanced research on drug information pertaining to specific topics that will be communicated to patients. In a previous session the librarian covered disparities and discrimination in both search engines and scholarly databases so this is to reinforce those lessons. The session starts with a brief
Match: Kahoot
After: quiz (with prizes for winners) and discussion of any sticking points that become clear through this quiz. This is to allow students to teach and learn from each other and to assess their needs as opposed to assuming what they might be needing reinforcement on. Then the students break out into groups to create a patient education zine on smoking cessation for members of the LGBTQ2S+ communities. The zine has to have at least 2 background sources, 1 scholarly article, and 1 drug information porta
https://www.projectcora.org/taxonomy/term/2014/feed
Before: ot;>Attachments: </div><table class="sticky-enabled">
<thead><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
<tr class="odd"><td><span class="file"><img class="file-icon" alt="" title="application/pdf" src="/modules/file/icons/application-pdf.png" /> <a href="https://projectcora.org/system/tdf/attachments/
Match: Kahoot
After: %20Questions_0.pdf?file=1&type=node&id=618&force=" type="application/pdf; length=35205" title="Kahoot Questions.pdf">These are the questions and answers for the Kahoot quiz. Keep in mind this is a refresher. </a></span><span class="file-displayed-counter">displayed 950 times</span></td><td>34.38 KB</td> </tr>
<tr class="even"><td><span class="file">
https://www.projectcora.org/taxonomy/term/18/feed
Before: se students in other courses so this is and scaffolded approach with this being their last session with the librarian. The purpose of the librarian session is to make sure they feel comfortable doing advanced research on drug information pertaining to specific topics that will be communicated to patients. In a previous session the librarian covered disparities and discrimination in both search engines and scholarly databases so this is to reinforce those lessons. The session starts with a brief
Match: Kahoot
After: quiz (with prizes for winners) and discussion of any sticking points that become clear through this quiz. This is to allow students to teach and learn from each other and to assess their needs as opposed to assuming what they might be needing reinforcement on. Then the students break out into groups to create a patient education zine on smoking cessation for members of the LGBTQ2S+ communities. The zine has to have at least 2 background sources, 1 scholarly article, and 1 drug information porta
https://www.projectcora.org/taxonomy/term/18/feed
Before: ot;>Attachments: </div><table class="sticky-enabled">
<thead><tr><th>Attachment</th><th>Size</th> </tr></thead>
<tbody>
<tr class="odd"><td><span class="file"><img class="file-icon" alt="" title="application/pdf" src="/modules/file/icons/application-pdf.png" /> <a href="https://projectcora.org/system/tdf/attachments/
Match: Kahoot
After: %20Questions_0.pdf?file=1&type=node&id=618&force=" type="application/pdf; length=35205" title="Kahoot Questions.pdf">These are the questions and answers for the Kahoot quiz. Keep in mind this is a refresher. </a></span><span class="file-displayed-counter">displayed 950 times</span></td><td>34.38 KB</td> </tr>
<tr class="even"><td><span class="file">
http://www.kimijas-sk.lv/index.php/component/k2/itemlist/date/2020/3/17?format=feed
Before: можно создать учебный тест, форму обратной связи и анкету.
Quizizz http://quizizz.com
Сервис для создания викторин. Ученики проходят викторину, а учитель видит статистику по каждому ученику.
Match: Kahoot
After:
При помощи Kahoot тоже создаются викторины. В связи с карантином разработчики предложили функции пакета Премиум использовать бесплатно. Обязательно попробуйте их.
Инструкцию по использованию Kahoot найдете здесь.
https://educavox.fr/innovation/pedagogie/tag/eTwinning?format=feed&limitstart=
Before: r la connaissance de soi et l'ouverture à l'Autre à travers l’écriture d’articles portant sur les fêtes et traditions locales des pays partenaires.
Au cours du projet, les élèves, regroupés en équipes internationales - chacune avec une couleur attribuée et subdivisée en équipes d’élèves partenaires - ont réalisé un
Match: Kahoot
After: Géant portant sur la thématique du projet. À la fin du projet, une revue multilingue a été créée sur Canva, regroupant les productions les plus remarquables réalisées par les élèves.
Cette revue a été soumise au concours Prix Médiatiks 2022, dans la catégorie du meilleur multimédia en ligne, afin de mettre en avant les réalisations des élèves et de promouvoir la portée internationale de ce projet qui a reçu, en guise de r
https://educavox.fr/innovation/pedagogie/tag/eTwinning?format=feed&limitstart=
Before: pan>
- ENSEIGNANT PORTEUR DU PROJET : Odile JENVRIN
- DISCIPLINE(S) ENSEIGNÉE(S) : Mathématiques
- NIVEAU : Lycée général et technologique
- ÉTABLISSEMENT : Lycée général technologique Institut Lemonnier
- ACADÉMIE : Normandie
- TYPE DE PROJET : Production collaborative
- DURÉE : 10 mois
- LANGUES UTILISÉES : Anglais
- PAYS PARTENAIRES : Espagne
- OUTILS TICE : Madmagz,
Match: Kahoot
After: , Geogebra, Twinboard - RÉCOMPENSES OBTENUES : Label de qualité national
Objectifs pédagogiques :
- Motiver les élèves pour les mathématiques pour qu’ils renforcent leurs compétences de raisonnement et de communication dans des situations concrètes d’utilisation de maths
- Exposer les élèves plus longtemps aux notions mathématiques étudiées dans les cours habituels sous des angles de vues variés, non r
https://educavox.fr/innovation/pedagogie/tag/eTwinning?format=feed&limitstart=
Before: en fait imprimer aussi qui seront envoyées par la poste pour que chaque élève espagnol ait le sien aussi.
Chaque professeure renseigne les éléments de la diffusion du projet.
Activités réalisées par les élèves
Thème : le vocabulaire mathématique en anglais
- Fabrication de jeux de cocottes en papier par FR 1ere pour réactiver le vocabulaire et joués en classe par ES
- Rédaction de quizz
Match: Kahoot
After: par ES et joués en classe par FR 2nde pour apprendre le vocabulaire, nouveaux Kahoot rédigés par FR 2nde et joués en classe par ES
- Inventer des algorithmes de calcul des dates de naissances jour/mois par ES et répondus par FR 1ere
Thème : le problème de Monty Hall en probabilités
- Simulations statistiques et analyses des résultats, par ES,
- Articles de magazines écrits par FR
https://mengchengliu.opened.ca/feed/
Before: lected for interactive learning. The whole video is very lively and interesting, especially because it does not require students to join. In order to achieve effective communication. We’ll use another piece of software to generate questions and rank them. This can effectively promote the interaction between students and deepen the memory of the whole video content. The whole video is explained in the form of animation, which is a relaxed way of learning.
The software I chose was
Match: Kahoot
After: , which is a quiz in the form of a game. This way can be very active in the class division, at the same time, it can also help teachers effectively distinguish different students’ learning abilities and memory. Below is a picture of the screen ranked after the Kahoot Q&A.
https://mengchengliu.opened.ca/feed/
Before: ree
Match: Kahoot
After: ! Alternatives for Any Situation - Mentimeter" />
This form can effectively promote students’ comparative psychology and strengthen their understanding of the video. Teachers can have interesting interactions with students according to the duration of the whole question and answer, such as giving rewards to students who rank first.
Reference
YouTube. (2015
https://educavox.fr/les-auteurs-educavox/author/5748-riouanthony?format=feed
Before: r la connaissance de soi et l'ouverture à l'Autre à travers l’écriture d’articles portant sur les fêtes et traditions locales des pays partenaires.
Au cours du projet, les élèves, regroupés en équipes internationales - chacune avec une couleur attribuée et subdivisée en équipes d’élèves partenaires - ont réalisé un
Match: Kahoot
After: Géant portant sur la thématique du projet. À la fin du projet, une revue multilingue a été créée sur Canva, regroupant les productions les plus remarquables réalisées par les élèves.
Cette revue a été soumise au concours Prix Médiatiks 2022, dans la catégorie du meilleur multimédia en ligne, afin de mettre en avant les réalisations des élèves et de promouvoir la portée internationale de ce projet qui a reçu, en guise de r
https://educavox.fr/les-auteurs-educavox/author/5748-riouanthony?format=feed
Before: pan>
- ENSEIGNANT PORTEUR DU PROJET : Odile JENVRIN
- DISCIPLINE(S) ENSEIGNÉE(S) : Mathématiques
- NIVEAU : Lycée général et technologique
- ÉTABLISSEMENT : Lycée général technologique Institut Lemonnier
- ACADÉMIE : Normandie
- TYPE DE PROJET : Production collaborative
- DURÉE : 10 mois
- LANGUES UTILISÉES : Anglais
- PAYS PARTENAIRES : Espagne
- OUTILS TICE : Madmagz,
Match: Kahoot
After: , Geogebra, Twinboard - RÉCOMPENSES OBTENUES : Label de qualité national
Objectifs pédagogiques :
- Motiver les élèves pour les mathématiques pour qu’ils renforcent leurs compétences de raisonnement et de communication dans des situations concrètes d’utilisation de maths
- Exposer les élèves plus longtemps aux notions mathématiques étudiées dans les cours habituels sous des angles de vues variés, non r
https://educavox.fr/les-auteurs-educavox/author/5748-riouanthony?format=feed
Before: en fait imprimer aussi qui seront envoyées par la poste pour que chaque élève espagnol ait le sien aussi.
Chaque professeure renseigne les éléments de la diffusion du projet.
Activités réalisées par les élèves
Thème : le vocabulaire mathématique en anglais
- Fabrication de jeux de cocottes en papier par FR 1ere pour réactiver le vocabulaire et joués en classe par ES
- Rédaction de quizz
Match: Kahoot
After: par ES et joués en classe par FR 2nde pour apprendre le vocabulaire, nouveaux Kahoot rédigés par FR 2nde et joués en classe par ES
- Inventer des algorithmes de calcul des dates de naissances jour/mois par ES et répondus par FR 1ere
Thème : le problème de Monty Hall en probabilités
- Simulations statistiques et analyses des résultats, par ES,
- Articles de magazines écrits par FR