الفهرس 
Background and Problem
Problem PosingOnly 14 pages are availabe for public view
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Abstract
The 21st century accompanied by the emergence of technology in the
education confronts the citizens with challenging competencies required
for lifelong learning such as collaboration and critical literacy as a means
for social change. However, most of EFL students have great problems
concerning developing their critical literacy competencies due to the
dominant examination- oriented educational system and the nature of the
curriculum that gives limited attention to developing higher thinking
abilities. They are not given a chance to express their voices toward
political or social issues or to develop their awareness of such problems.
Thus, the present study aimed to investigate the effect of using a
collaborative e- learning program in developing EFL prep stage students’
critical literacy.
Study Questions
In order to investigate the problem, the present study attempted to
answer the following main question:
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How can the suggested collaborative learning program based on the
Connectivism be used to develop EFL prep stage students’ critical
literacy?
In order to answer the previous question, the following sub-questions
had to be answered:
1. What is the level of EFL prep stage students’ critical literacy?
2. What are the critical literacy components required for EFL prep
stage students?
3. What are the basic components of a collaborative e- learning
program for developing EFL prep stage students’ critical literacy
within the Connectivism?
4. What is the effect of using a collaborative e- learning program on
developing EFL prep stage students’ critical literacy within the
Connectivism?
Hypotheses of the Study
To investigate the research problem, the study tested the following
hypotheses:
1. There is no statistically significant difference between the mean
scores of the study group in the two administrations of the pre and
post critical literacy test with regard to the development of their
overall critical literacy.
2. There is no statistically significant difference between the mean
scores of the study group in the two administrations of the pre and
post critical literacy test with regard to the development of each
component of critical literacy (problem posing, examining multiple
perspectives, critical reflection and taking an action).
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Instruments
To achieve the aim of the study, the following instruments were designed
by the researcher and used through the study:
1. A pre/post critical literacy test
2. A critical literacy rubric
The Study Group
A group of EFL second prep stage students (n=25) participated in the
study. Before starting the experiment, the critical literacy test was applied
to the group. The proposed program was then administered to the
students. Finally, the critical literacy test was reapplied to the same group
as a posttest.
Pedagogical Implications
The results obtained in this study have led to the conclusion that
collaborative e learning supported by the theory of Connectivism had
statistically significant effect on developing EFL prep stage students’
critical literacy. These results have important implications for EFL
teachers, curriculum designers ,and researchers as they give useful guides
to a new effective and flexible method of learning through using Edmodo
and Google Meet as interactive and motivating contexts for online
learning. It gives more chances for learners to be involved in active
learning circumstances for sharing knowledge and promoting social
interaction in real-world situations.
Moreover, this study added to knowledge in the field of teaching
critical literacy competencies. It provided a set of strategies and activities
and suggestions for developing critical literacy as one of the main
requirements needed to cope with the 21st century. They helped the
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students to be aware of many global crucial problems motivating them to
take an action towards practices of inequality and injustices.
Besides, this study highlights the great role that EFL teachers can play
to improve their students’ critical literacy competencies. S/he should give
their students adequate chances to express their opinions about global
problems integrating this within teaching English curriculum. This may
result in encouraging the students to be agents of social change. These
teachers should be given more flexibility in choosing suitable textbooks
and resources that discuss such issues in an interesting and motivating
way. Moreover, when designing the English curriculum, there should be a
distinctive shift from the dominant examination- oriented educational
system to a system that supports not only critical literacy but also the new
literacies needed for the 21st century such as global, digital and
environmental literacies.
Limitations
The researcher faced some difficulties through the experimentation. She
tried to solve them.
It was challenging to change the students’ attitudes towards what
Abednia and Izadinia (2013) termed as deep-seated beliefs. Most
students relate the concept of critical literacy to politics which arose
their anxiety in negotiating such issues. Thus, she was so careful in
selecting topics of global appeal avoiding topics that may cause the
students’ confusion especially that they are still young like the topic
of transgender.
There was a kind of fear related to parental resistance when
challenging the cultural beliefs existing in the society such as gender
inequality or job stereotypes. Yet, it was found that the parents
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supported their kids in their attitudes by sharing their ideas on social
media.
Some challenges were identified concerning the students’
participation and internet connection. It was expected that the
students, as connectivist learners, should be self- regulated in their
learning. However, some students were irresponsible to do or to
share the assigned work. This was solved by giving the students a
chance to choose the members of their group assigning a group
leader to motivate them.
There were some problems covering the limited access to the internet
essentially the study was carried out during the spread of the Covid
19 outbreak in which online learning was the only means for
teaching and teaching. This challenge was solved by expanding the
due time for answering the assigned task.
Results of the Study
The results of the present study were elicited from both quantitative
and qualitative analyses. Scores of the study group in the pre and
posttests were analyzed and compared using T-test and Eta-squared
formula. The results revealed the following:
There is a statistically significant difference at the 0.01 level between
the mean scores of the study group on the pre and post critical literacy
test with regard to the development their overall critical literacy in
favour of the posttest administration.
There is a statistically significant difference between the mean scores
of the study group on the pre and post critical literacy test regarding
the development of each component of critical literacy in favour of
the posttest administration.”