تأثير مواقع البودكاست الرقمية على الكفاءة ما وراء المعرفية للغة المتخصصة لأغراض محددة في عمليات الضيافة، عمليات الفنادق والسياحة

Al-Edenat, M. (2023). Organizational competencies toward digital transformation at the events of disruptive changes: an operational process innovation perspective. Competitiveness Review: An International Business Journal, 33(4), 690-710.‏ https://doi.org/10.1108/CR-05-2021-0081

Al-Jarf, R. (2022). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24.‏ https://doi.org/10.32996/ijels.2022.4.1.2

Alemdag, E., & Yildirim, Z. (2022). Design and development of an online formative peer assessment environment with instructional scaffolds. Educational technology research and development, 70(4), 1359-1389.‏ https://doi.org/10.1007/s11423-022-10115-x

Amorati, R., Ferrari, E., & Hajek, J. (2022). Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills. Language Learning in Higher Education, 12(1), 7-28.‏ https://doi.org/10.1515/cercles-2022-2036

Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372.‏ https://doi.org/10.1080/0969594X.2019.1571992

Anthonysamy, L., Koo, A.C., & Hew, S.H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Educ Inf Technol 25, 2393–2414.https://doi.org/10.1007/s10639-020-10201-8

Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and information technologies, 25(5), 3677-3704.‏https://doi.org/10.1007/s10639-020-10134-2

Awdziej, M., Jaciow, M., Lipowski, M., Tkaczyk, J., & Wolny, R. (2023). Students digital maturity and its implications for sustainable behavior. Sustainability, 15(9), 7269.‏ https://doi.org/10.3390/su15097269

Bărbut¸ ă, A., & Roth, M. (2024). Developing a Toolkit for Contributing to Digital Competence: A Review of Existing Resources. Understanding The Everyday Digital Lives of Children and Young People, 467-502.‏ https://doi.org/10.1007/978-3-031-46929-9_15

Bereczki, E. O., & Kárpáti, A. (2021). Technology-enhanced creativity: A multiple case study of digital technology-integration expert teachers’ beliefs and practices. Thinking Skills and Creativity, 39, 100791.‏ https://doi.org/10.1016/j.tsc.2021.100791

Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press. https://doi.org/10.5790/hongkong/9789622099579.003.0003‏.

Boers, F., Warren, P., Grimshaw, G., & Siyanova-Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709-725. https://doi.org/10.1080/09588221.2017.1356335

Bury, J., & Hair, I. (2022). Using student feedback and teacher reflections to develop courses: case studies in business English and tourism and hospitality English courses. Journal of Teaching English for Specific and Academic Purposes, 351-363.‏ https://doi.org/10.22190/JTESAP2202351B

Carraro, K. & Trinder, R. (2021). Technology in formal and informal learning environments: Student perspectives. Global Journal of Foreign Language Teaching, 11(1), 39–50. https://doi.org/10.18844/gjflt.v11i1.5219

Chapelle, C. A. (2016). Second language learning online. The SAGE handbook of e-learning research, 170-186. https://doi.org/10.4135/9781529716696.n9

Czerkawski, B., & Berti, M. (2020). Language learning in the 21st century: Current status and future directions. Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century, p.12.‏ https://doi.org/10.14705/rpnet.2020.44.1100

De la Peña, I. A., & Cassany, D. (2024). Student podcasting for teaching-learning at university. Journal of Technology and Science Education, 14(1), 123-141.‏ https://doi.org/10.3926/jotse.2509

Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489-533.‏ https://doi.org/10.1007/s10648-020-09534-0

Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring Relations Between Formative and Summative Assessment. In Dolin, J., Evans, R. (eds) Transforming Assessment. Contributions from Science Education Research, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-63248-3_3

Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical assessment, research & evaluation, 14(7), 1-11. https://doi.org/10.7275/jg4h-rb87

Eringfeld, S. (2021). Higher education and its post-coronial future: utopian hopes and dystopian fears at Cambridge University during Covid-19. Studies in Higher Education, 46(1), 146-157.‏ https://doi.org/10.1080/03075079.2020.1859681

Fidalgo-Blanco, Á., Sein-Echaluce, M. L., García-Peñalvo, F. J., & Conde, M. Á. (2015). Using Learning Analytics to Improve Teamwork Assessment. Computers in Human Behavior, 47, 149-156. https://doi.org/10.1016/j.chb.2014.11.050

Ghosh, S. (2024). Perspective Chapter: Metacognitive Strategies – Preparing Self-Regulated Learners in the Twenty-First Century. Education and Human Development. https://doi.org/10.5772/intechopen.114093

Gonly, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311-320.‏ https://doi.org/10.33200/ijcer.685196

Guikema, J. P. (2009). Discourse analysis of podcasts in French. Electronic discourse in language learning and language teaching, 169-190. https://doi.org/10.1075/lllt.25.13gui

Gulzoda, T. (2024). Enhancing the methodology for developing professional pedagogical competence of future teachers in digital technologies. American Journal of Pedagogical and Educational Research, 21, 28-33.‏ https://americanjournal.org/index.php/ajper/article/view/1842

Hassell, D. G., Hewakandamby, B., & Yueh, L. K. (2018). Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning. International Journal of Computer-Assisted Language Learning and Teaching, 8(4), 65-75.‏ DOI: 10.4018/IJCALLT.2018100105

Hegelheimer, V., & O’Bryan, A. (2009). Mobile technologies, podcasting, and language education. In Handbook of research on Web 2.0 and second language learning, 331-349. IGI Global. DOI: 10.4018/978-1-60566-190-2.ch018

Huang, A., de la Mora Velasco, E., & Haney, A. (2022). Examining Instructional Technologies in Hospitality and Tourism Education: A Systematic Review of Literature. Journal of Hospitality & Tourism Education, 1-19.‏ https://doi.org/10.1080/10963758.2022.2109480

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), 40.‏ https://doi.org/10.1186/s40468-022-00191-4

Jaiswal, A., Lyon, J. A., Zhang, Y., & Magana, A. J. (2021). Supporting student reflective practices through modelling-based learning assignments. European Journal of Engineering Education, 46(6), 987-1006.‏ https://doi.org/10.1080/03043797.2021.1952164

Jurayevna, K. (2024). Metacognition And Educational Achievement. Pedagogical Cluster-Journal of Pedagogical Developments, 2(2), 37-43. https://euroasianjournals.org/index.php/pc/article/view/175

Ketonen, L., & Nieminen, J. H. (2023). Supporting student teachers’ reflection through assessment: The case of reflective podcasts. Teaching and Teacher Education, 124, 104039.‏ https://doi.org/10.1016/j.tate.2023.104039

Kolesnichenko, A. N. (2022). The role of podcasts for students’ communicative competence development in teaching a foreign language at a technical university. Samara Journal of Science, 11(2), 287-291.‏ https://doi.org/10.55355/snv2022112304

Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.‏ https://doi.org/10.1207/s15430421tip4104_2

Lau, A. M. S. (2016). ‘Formative good, summative bad?’–A review of the dichotomy in assessment literature. Journal of Further and Higher Education, 40(4), 509-525. https://doi.org/10.1080/0309877X.2014.984600

Laviosa, S. (2022). LSP Teaching within a Plurilingual Perspective. Scripta Manent, 15(2), 3-15.‏ https://doi.org/10.5070/l214251689

Leone, S. (2013). Characterisation of a personal learning environment as a lifelong learning tool. New York: Springer.‏ https://doi.org/10.1007/978-1-4614-6274-3

Luo, L. (2022). A Study on the Application of Computer-Aided Dual-Coding Theory in English Vocabulary Teaching. Scientific Programming, 2022.‏ https://doi.org/10.1155/2022/5951844

Luttenberger, S., Macher, D., Maidl, V., Rominger, C., Aydin, N., & Paechter, M. (2018). Different patterns of university students’ integration of lecture podcasts, learning materials, and lecture attendance in a psychology course. Education and Information Technologies, 23(1), 165-178. https://doi.org/10.1007/s10639-017-9592-3

Mahshanian, A., Shoghi, R., & Bahrami, M. (2019). Investigating the differential effects of formative and summative assessment on EFL learners’ end-of-term achievement. Journal of Language Teaching and Research, 10(5), 1055-1066. DOI: http://dx.doi.org/10.17507/jltr.1005.19

Moore, T. (2022). Pedagogy, Podcasts, and Politics: What Role Does Podcasting Have in Planning Education? Journal of Planning Education and Research, 0739456X221106327.‏ https://doi.org/10.1177/0739456X221106

Motamedynia, M., & Shahri, N. N. (2022). Investigating the Lexical Demands of English-as-an-Additional-Language and General-Audience Podcasts and Their Potential for Incidental Vocabulary Learning. Canadian Journal of Applied Linguistics, 25(2), 103-131.‏ https://doi.org/10.37213/cjal.2022.32746

Nistor, C. M., & comanetchi, d. (2020). Using new technologies in teaching a foreign language for specific purposes. eLearning & Software for Education, 3.‏ https://doi.org/10.12753/2066-026x-20-231

Nurmukhamedov, U., & Sadler, R. (2011). Podcasts in Four Categories: Applications to Language Learning. In Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes, 176-195. IGI Global. DOI: 10.4018/978-1-60960-141-6.ch011

Ononiwu, C. (2021). Role of online discussion forums in enhancing users’ cognitive skills. Journal of Teaching English for Specific and Academic Purposes, 307-320.‏ https://doi.org/10.22190/JTESAP2103307O

Padmanabha, C. H. (2020). Metacognition: conceptual framework. Journal on Educational Psychology, 14(1), 1-11.‏ https://doi.org/10.26634/jpsy.14.1.16710

Piñeiro Otero, T., & Pedrero Esteban, L. M. (2022). Audio communication in the face of the renaissance of digital audio. Profesional de la información, 31(5).‏ https://doi.org/10.3145/epi.2022.sep.07

Pitura, J. (2022). Developing L2 speaking skills in English-medium EFL higher education. Innovation in Language Learning and Teaching, 16(2), 118-143.‏ https://doi.org/10.1080/17501229.2021.1884688

Rahimi, M., & Allahyari, A. (2019). Effects of multimedia learning combined with strategy-based instruction on vocabulary learning and strategy use. Sage Open, 9(2), 2158244019844081.‏ DOI: 10.1177/2158244019844081 j

Ramirez, M. G. (2024). The Use of Podcasts for Language Learning: A Systematic Review of Literature. International Journal of English Language Studies, 6(1), 47-53.‏ https://doi.org/10.32996/ijels.2024.6.1.4

Ruggiero, D. M. (2022). Teaching world languages for specific purposes: A practical guide. Georgetown University Press.‏ https://doi.org/10.20420/rlfe.2023.623

Shi, L. (2024). Exploring metacognitive teaching framework through Lesson Study for Chinese language teaching: A Shanghai case study. In Implementing a 21st Century Competency-Based Curriculum Through Lesson Study (pp. 122-139). Routledge. https://doi.org/10.4324/9781003374107-8

Stoss, F. W. (2020). Audiovisual, nonprint, graphic, and other visualized resources. In Information Resources in Toxicology, 755-769. Academic Press.‏ https://doi.org/10.1016/B978-0-12-813724-6.00069-4

Susantini, E., Puspitawati, R. P., Raharjo, & Suaidah, H. L. (2021). E-book of metacognitive learning strategies: design and implementation to activate student’s self-regulation. Research and Practice in Technology Enhanced Learning, 16(1), 13.‏ https://doi.org/10.1186/s41039-021-00161-z

Topping, K. J., Douglas, W., Robertson, D., & Ferguson, N. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2), e3353.‏ https://doi.org/10.1002/rev3.3353

Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-Learning during the COVID-19 pandemic: How have Higher Education Institutions responded to the challenge?. Education and Information Technologies, 26(5), 6401-6419.‏ https://doi.org/10.1007/s10639-021-10633-w

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238.‏ https://doi.org/10.1080/02602938.2019.1629390

Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718.‏ https://doi.org/10.1016/j.tate.2022.103718