The Effect of Multi-Media Usage in Cognitive Demands for Teaching EFL among Jordanian Secondary School Learners
Bibliographic record
Abstract
The role of teaching methods in EFL context is too essential and it should receive a continuous improvement due to time, environment and need changes. Several studies have examined whether certain methods improve and develop teaching process. However, cognitive demands for teaching EFL focusing on planning and critical thinking among students need further attention and focus. Accordingly, this study is aimed at investigating the effect of multi-media usage in cognitive demands for teaching EFL among Jordanian secondary school learners. This study adopted quantitative research design by distributing a questionnaire. The target population was EFL teachers at public and private secondary school. The findings indicated that multimedia (YouTube, Video, Picture, and PowerPoint) enhance cognitive demands of for teaching EFL. Multimedia more specifically, allow students to improve critical thinking and plans well when learning EFL. The study concluded that pictures help in enhancing critical thinking and planning of EFL learners as well as multimedia provide an opportunity that allow these learners to think out of the box and plan their lessons and topic effectively.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.018 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".