النهج البسيط لفصول اللغة الإنجليزية كلغة أجنبية عبر الإنترنت في سياق مدرسي منخفض الموارد

Abusalim, N., Rayyan, M., Alshanmy, S., Alghazo, S. M. & Rabab’ah, G. (2024). Digital versus classroom discussions: Motivation and self-efficacy outcomes in speaking courses via Gather. town. Journal of Applied Learning & Teaching, 7(1), 1-13. https://doi.org/10.37074/jalt.2024.7.1.24

Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180

Alam, M. S., & Asmawi, A. (2023). Navigating the aftermath of the pandemic: exploring school challenges and changes in Bangladesh. Education 3-13, 1-14. https://doi.org/10.1080/03004279.2023.2221265

Alam, M. S., & Asmawi, A. (2023). Understanding identity salience and English as a Foreign Language teaching practices: A case study of multi‐subject generalist teachers. Review of Education, 11(3), e3424. https://doi.org/10.1002/rev3.3424

Alam, M. S., & Asmawi, A. (2024). Qualitative research: Defining features and guiding principles. Forum for Education Studies, 2(2), 1262-1262. https://doi.org/10.59400/fes.v2i2.1262

Alam, M. S., Asmawi, A., Fatema, S., Ullah, M. M., & Azad, M. A. K. (2022). A local alternative to global wholesale online schooling during COVID-19: A phenomenological single-case study of a standalone school in Bangladesh. Education Research International, 1-12. https://doi.org/10.1155/2022/6003710

Alderman, H., Orazem, P. F., & Paterno, E. M. (2001). School quality, school cost, and the public/private school choices of low-income households in Pakistan. Journal of Human Resources, 304-326. https://doi.org/10.2307/3069661

Alharahsheh, H. H., & Pius, A. (2020). A review of key paradigms: Positivism vs interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), 39-43. https://10.36348/gajhss.2020.v02i03.001

Al-Maroof, R. S., Alshurideh, M. T., Salloum, S. A., AlHamad, A. Q. M., & Gaber, T. (2021). Acceptance of Google Meet during the spread of Coronavirus by Arab university students. Informatics, 8 (2), 24. https://doi.org/10.3390/informatics8020024

Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136- 143. https://doi.org/10.1093/elt/47.2.136

Álvarez-Herrero, J. F. (2024). Opinion of Spanish teachers about artificial intelligence and its use in education. In IoT, AI, and ICT for educational applications: Technologies to enable education for all, 163-172. Cham: Springer Nature Switzerland.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.

Asmawi, A., & Alam, M. S. (2024). Qualitative research: Understanding its underlying philosophies. Forum for Education Studies, 2(2),1320-1320. https://doi.org/10.59400/fes.v2i2.1320

Asmawi, A., & Sun, L. (2023). The effects of online production-oriented approach (POA) on Chinese undergraduates’ English speaking competence development during COVID-19 pandemic Era. Journal of Language Teaching and Research, 14(2), 416-424. https://doi.org/10.17507/jltr.1402.18

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76

Baum, H. S. (1999). Education and the empowerment zone: Ad hoc development of an inter-organizational domain. Journal of Urban Affairs, 21(3), 289-307. https://doi.org/10.1111/0735-2166.00018

Bonyadi, A. (2023). Phenomenology as a research methodology in teaching English as a foreign language. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1-12. https://doi.org/10.1186/s40862-022-00184-z

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://www.emerald.com/insight/content/doi/10.3316/QRJ0902027/full/html

Butterfill, S. (2016). Joint action: A minimalist approach. In The Routledge handbook of philosophy of the social mind, 373-385. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315530178-30/joint-actionminimalist- approach-stephen-butterfill

Carraher Wolverton, C., & Guidry Hollier, B. N. (2019). A minimalist design for distance learning. International Journal of Educational Management, 33(7), 1457-1465. https://doi.org/10.1108/IJEM-09-2017-0237

Chingara, R., Muparuri, P., & Muzenda, D. (2021). E-Learning during Covid-19: Perspectives of academics in a crisis. International Journal of Asian Social Science, 11(12), 564-576. https://doi.org/10.18488/journal.1.2021.1112.564.576

Chlopek, Z. (2008). The intercultural approach to EFL teaching and learning. In English teaching forum, 46 (4), 10. US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. https://files.eric.ed.gov/fulltext/EJ1096289.pdf

Chowdhury, Q.H. (2022). ELT and development in Bangladesh: A critical overview. In: Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (eds) Local research and glocal perspectives in English language teaching. Springer, Singapore. https://doi.org/10.1007/978-981-19-6458-9_2

Creswell, J. W., & Poth, C. N. (2007). Qualitative inquiry and research method: Choosing among five approaches. (2nd ed.). Thousand Oaks, CA: Sage.

Cui, Y., Ma, Z., Wang, L., Yang, A., Liu, Q., Kong, S., & Wang, H. (2023). A survey on big data-enabled innovative online education systems during the COVID-19 pandemic. Journal of Innovation & Knowledge, 8(1), 100295. https://doi.org/10.1016/j.jik.2022.100295

Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “informal science education” ad hoc committee. Journal of Research in Science Teaching, 40(2), 108-111. https://doi.org/10.1002/tea.10066

Duhn, I. (2012). Places for pedagogies, pedagogies for places. Contemporary Issues in Early Childhood, 13(2), 99-107. https://doi.org/10.2304/ciec.2012.13.2.99

Eman, S. (2021). Shifting from face-to-face learning to Zoom online teaching, research, and internship supervision in a technologically developing female students' university in Pakistan: A psychology teacher's and students' perspective. Psychology Teaching Review, 27(1), 42-55. https://eric.ed.gov/?id=EJ1304621

Engeström, Y. (1999). Activity theory and individual and social transformation. In Cambridge University Press eBooks, 19–38. https://doi.org/10.1017/cbo9780511812774.003

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156. http://dx.doi.org/10.1080/13639080020028747

Flyvbjerg, B. (2011). Case study. The Sage handbook of qualitative research, Sage, 4, 301-316.

Freeman, Y. S., & Freeman, D. E. (1998). ESL/EFL teaching: Principles for success. Portsmouth, NH: Heinemann. https://teslej.org/wordpress/issues/volume4/ej13/ej13r9/?wscr

Gadamer, H. G. (2013). Truth and method. A&C Black.

Hertrampf, K., Wenz, H. J., Kaduszkiewicz, H., & Goetz, K. (2022). Suspension of face-to-face teaching and ad hoc transition to digital learning under Covid-19 conditions: A qualitative study among dental students and lecturers. BMC Medical Education, 22(1), 1-10. https://doi.org/10.1186/s12909-022-03335-5

Holleran, C., Konrad, J., Norton, B., Burlis, T., & Ambler, S. (2023). Use of learner-driven, formative, ad-hoc, prospective assessment of competence in physical therapist clinical education in the United States: A prospective cohort study. Journal of Educational Evaluation for Health Professions, 20. https://10.3352/jeehp.2023.20.36

Huda, S. A., & Eiten, E. U. H. (2022). Institutional monitoring and feedback in developing and delivering online EFL courses: A case study. MEXTESOL Journal, 46(3). https://eric.ed.gov/?id=EJ1364953

Ire, J. B., Ziekah, M. P., Nankuri, F., Kuupille, F., & Fosu, J. (2022). Perception of the effectiveness of ICT-ELT integration during the COVID-19 pandemic in English Language classes in Ghana. Journal of Linguistics and Foreign Languages, 3(1). https://royalliteglobal.com/jlfl/article/view/737/356

Kasiske, B. L., Ravenscraft, M., Ramos, E. L., Gaston, R. S., Bia, M. J., & Danovitch, G. M. (1996). The evaluation of living renal transplant donors: clinical practice guidelines. Ad Hoc clinical practice guidelines subcommittee of the patient care and education committee of the American society of transplant physicians. Journal of the American Society of Nephrology, 7(11), 2288-2313. https://10.1681/ASN.V7112288

Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (2022). Teacher initiatives for technology integration in higher education in Bangladesh. In: Khan, R., Bashir, A., Basu, B.L., Uddin, M.E. (eds) Local research and glocal perspectives in English language teaching. Springer, Singapore. https://doi.org/10.1007/978-981-19-6458-9_13

Khiat, H. (2017). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education, 41(1), 44-59. https://doi.org/10.1080/0309877X.2015.1062849

Kingdon, G. G. (2020). The private schooling phenomenon in India: A review. The Journal of Development Studies, 56(10), 1795-1817. https://doi.org/10.1080/00220388.2020.1715943

Kundu, A., & Betal, A. K. (2022). Indian EFL teachers' reflections on sudden e-adoption vis-a-vis COVID-19. International Journal of Technology Diffusion (IJTD), 13(1), 1-15. Https://10.4018/IJTD.317114

Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2022). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460-483. https://doi.org/10.1080/00131911.2021.1978401

Lektorsky, V. A. (1999). Activity theory in a new era. In Cambridge University Press eBooks, 65–69). https://doi.org/10.1017/cbo9780511812774.006

Li, B. (2022). Ready for online? Exploring EFL teachers’ ICT acceptance and ICT literacy during COVID-19 in mainland China. Journal of Educational Computing Research, 60(1), 196-219. https://10.1177/07356331211028934

Lufungulo, E. S., Jia, J., Mulubale, S., Mambwe, E., & Mwila, K. (2023). Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University. SN Computer Science, 4(4), 328. https://doi.org/10.1007/s42979-023-01729-w

Mahapatra, S. K. (2021). Online formative assessment and feedback practices of ESL teachers in India, Bangladesh and Nepal: A multiple case study. The Asia-Pacific Education Researcher, 30(6), 519-530. https://doi.org/10.1007/s40299-021-00603-8

Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001

Mwila, K., Mudenda, S., Kampamba, M., Mufwambi, W., Lufungulo, E. S., Phiri, M., & Hikaambo, C. N. (2021). Factors affecting access to e-learning during the coronavirus disease 2019 pandemic among rural-based pharmacy students in Zambia: A qualitative study. Epidemiology, 6, 20-29. https://doi:10.17140/EPOJ-6-124

Nawir, M. S., & Tsuraya, A. S. (2021). Teachers’ perceptions of the challenges in the online EFL teaching: A review of previous studies. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 24(2), 215-223. https://doi.org/10.24252/lp.2021v24n2i5

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. https://doi.org/10.1207/s1532690xci0102_1

Peled, I. (2007). The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task. Journal of Mathematics Teacher Education, 10, 369-379. https://doi.org/10.1007/s10857-007-9048-6

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133-141. https://journals.sagepub.com/doi/pdf/10.1177/2347631120983481

Rahim, M. N., & Sandaran, S. C. (2020). EFL Teachers' perceptions of the barriers and opportunities for implementing eLearning at Afghanistan universities. Universal Journal of Educational Research, 8(11C), 97-104. https://DOI:10.13189/ujer.2020.082311

Rahman, M. S. A., Jalil, M. J., & Ghani, M. T. A. (2021). Teaching and learning calculus through Google Meet platform during the Covid-19 pandemic: Implementation and evaluation. International Journal of Academic Research in Progressive Education and Development, 10(2), 548-555. https://doi.org/10.6007/ijarped/v10-i2/10138

Rahman, M. S., & Siddik, M. A. B. (2022). Need for teachers' professional development in a low-resource context during and after COVID-19: A Bangladesh perspective. International Journal of Teacher Education and Professional Development (IJTEPD), 5(1), 1-14. https://DOI:10.4018/IJTEPD.295547

Rahman, M., Khan, T. I., & Sabbih, M. A. (2016). Budget for education in Bangladesh: An analysis of trends, gaps and priorities. Center for Policy Dialogue. file:///C:/Users/HP/Downloads/Budget%20for%20Education%20in%20Bangladesh-1%20(1).pdf

Rayyan, M., Abusalim, N., Alshanmy, S., Alghazo, S. M. & Rabab’ah, G. (2024). Virtual versus reality: A look into the effects of discussion platforms on speaking course achievements in Gather town. Electronic Journal of e-Learning, 22(3), 63-73. https://doi.org/10.34190/ejel.21.6.3276

Roy, S., Huq, S., & Rob, A. B. A. (2020). Faith and education in Bangladesh: A review of the contemporary landscape and challenges. International Journal of Educational Development, 79, 102290. https://doi.org/10.1016/j.ijedudev.2020.102290

Sangeeta, & Tandon, U. (2021). Factors influencing adoption of online teaching by school teachers: A study during COVID‐19 pandemic. Journal of Public Affairs, 21(4), e2503. https://doi.org/10.1002/pa.2503

Saud, M. S. (2021). Nepalese EFL teachers’ digital literacy for online teaching. REiLA: Journal of Research and Innovation in Language, 3(1), 61-70. https://doi.org/10.31849/reila.6129

Smith, J. A. (2011). Evaluating the contribution of interpretative phenomenological analysis. Health Psychology Review, 5(1), 9-27. https://doi.org/10.1080/17437199.2010.510659

Su, Y., Venkat, A., Yadav, Y., Puglisi, L. B., & Fodeh, S. J. (2021). Twitter-based analysis reveals differential COVID-19 concerns across areas with socioeconomic disparities. Computers in Biology and Medicine, 132, 104336. https://doi.org/10.1016/j.compbiomed.2021.104336

Sun, L., Asmawi, A., Dong, H., & Zhang, X. (2024). Empowering Chinese undergraduates' business english writing: Unveiling the efficacy of DingTalk-Aided problem-based language learning during Covid-19 period. Education and Information Technologies, 29(1), 239-271. https://doi.org/10.1007/s10639-023-12288-1

Suppramaniam, S., Kularajasingam, J., & Sharmin, N. (2019). Factors influencing parents’ decision in selecting private schools in Chittagong city, Bangladesh. International Journal of Recent Technology and Engineering, 7(5), 318-330. https://www.ijrte.org/wpcontent/uploads/papers/v7i5s/ES2161017519.pdf

Tanjga, M. (2021). Ad Hoc E-learning Measures during 2020 COVID-19 Lockdown: Student insights. Africa Education Review, 18(1-2), 1-14. https://journals.co.za/doi/abs/10.1080/18146627.2022.2105728

TRUCANO, M. (2014). Promising uses of technology in education in poor, rural and isolated communities around the world. World Bank Blogs.

https://blogs.worldbank.org/edutech/education-technology poorrural#:~:text=The%20use%20of%20Interactive%20Educational,low%20literate’%20people%20in%20India

Upor, R. A. (2021). Rethinking teaching and learning language in the new Era: Lessons from the Covid-19 pandemic in Tanzania. LLT Journal: A Journal on Language and Language Teaching, 24(2), 574-596. https://doi.org/10.24071/llt.v24i2.3262

Walters, A. (2020). Inequities in access to education: Lessons from the COVID-19 pandemic. The Brown University Child and Adolescent Behavior Letter, 36(8), 8–8. https://doi.org/10.1002/ cbl.30483

Wang, Q., Xiong, C., & Liu, J. (2021). Does culture or self-directed learning drive online performance?. International Journal of Educational Management, 35(6), 1077–1098. https://doi.org/10.1108/IJEM-06-2020-0327

Wang, Y., Wang, Y., Stein, D., Liu, Q., & Chen, W. (2019). Examining Chinese beginning online instructors’ competencies in teaching online based on the Activity theory. Journal of Computers in Education, 6, 363-384. https://doi.org/10.1007/s40692-019-00140-w

Yüce, E., & Çetin Köroğlu, Z. (2023). Pre-service EFL teachers’ perceptions towards online education and online teaching writing skills during the Covid-19 pandemic: A phenomenological research. In Undividing digital divide: digital Literacy, 89-106. Cham: Springer Nature, Switzerland. https://10.1007/978-3-031-25006-4_7