@article { ISI:000381711000011, title = {A perceptual analysis of phrasal stress in Amazigh}, journal = {JOURNAL OF NORTH AFRICAN STUDIES}, volume = {21}, number = {3}, year = {2016}, pages = {501-511}, abstract = {In the last few years, a number of research studies have been conducted on stress in Amazigh, a Hamito-Semitic language spoken in North Africa. However, these works were mainly confined to analysing word-level stress. The objective of this paper is, therefore, to examine stress distribution beyond this level, namely within the phrase and the sentence in Goulmima Amazigh. Specifically, an attempt is made to investigate whether the stress patterns of isolated words are similar or distinct from those of items that appear within phrases or sentences. Results of the study revealed that the assignment of stress at the phrasal and sentence levels shows marked differences from the assignment of stress at the word level. In fact, stress above the word level no longer depends on the internal make-up of the syllable. Apart from nominal forms that occupy the initial position of a phrase or sentence, those that are part of each of these strings get stressed on the rightmost syllable whose nucleus is a plain vowel. Nonetheless, only the last stressed syllable in the sequence bears more prominence.}, issn = {1362-9387}, doi = {10.1080/13629387.2016.1141681}, author = {Faizi, Rdouan} } @article { ISI:000366991600005, title = {Students{\textquoteright} Perceptions Towards Using Web 2.0 Technologies in Education}, journal = {INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING}, volume = {10}, number = {6}, year = {2015}, pages = {32-36}, abstract = {The purpose of this paper is to evaluate the usefulness of Web 2.0 technologies in education. For this purpose, a survey was carried out to explore the students{\textquoteright} perceptions towards using these tools for learning purposes. Results of the research study revealed that all the respondents are greatly immersed in these social platforms and use them for many reasons. However, it was found out that almost half of the surveyed students (i.e. 47\%) devote more than 40\% of the time they spend on Web 2.0 technologies to enhance their learning in different subjects. Taking these findings into consideration, we can stipulate that Web 2.0 applications present many educational advantages for students, hence, contribute in providing opportunities for further learning. Consequently, these online tools provide schools and universities with more opportunities to go beyond traditional delivery formats and develop learnercentered personalized learning environments.}, issn = {1868-8799}, doi = {10.3991/ijet.v10i6.4858}, author = {Faizi, Rdouan and Chiheb, Raddouane and El Afia, Abdellatif} } @conference { ISI:000367082904073, title = {SOCIAL MEDIA AND EDUCATION: FRIENDS OR FOES?}, booktitle = {ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION}, series = {ICERI Proceedings}, year = {2014}, note = {7th International Conference of Education, Research and Innovation (ICERI), Seville, SPAIN, NOV 17-19, 2014}, pages = {4410-4414}, abstract = {Though being relatively a recent addition to the internet landscape, social media have witnessed an exponential growth in the last few years. These are used today in every aspect of our personal and professional lives and are infiltrating nearly every field, including education. In fact, students all over the world are greatly immersed in these web-based applications and have recourse to them to interact with friends, play games and watch television and most importantly to learn. Given the increasing use of these technologies for educational purposes, many educators have started questioning the validity and usefulness of such tools in education, stating that they may distract students and disengage them from learning. The objective of this paper is, therefore, to evaluate the use of these social online platforms in education. To this end, a survey was conducted to examine the perceptions and attitudes of higher education students towards using these tools for learning purposes. Results of the research study revealed that 49\% of the informants devote more than 40\% of the time they spend on social media to enhance their learning experience. Concerning the students{\textquoteright} contributions on these social online platforms, it has been noticed that the great majority of the participants in the survey are active members in these networks as they tend to share learning materials and resources. Taking these findings into account, we may claim that social media applications present many educational advantages for students, hence, contribute in providing opportunities for further learning. As such, they provide educators with an opportunity to go beyond traditional delivery formats and design student-centered customized learning environments.}, isbn = {978-84-617-2484-0}, issn = {2340-1095}, author = {Faizi, Rdouan and El Afia, Abdellatif and Chiheb, Raddouane}, editor = {Chova, LG and Martinez, AL and Torres, IC} } @article {9171244020131001, title = {Exploring the Potential Benefits of Using Social Media in Education.}, journal = {International Journal of Engineering Pedagogy}, volume = {3}, number = {4}, year = {2013}, pages = {50 - 53}, abstract = {The objective of this work is to investigate the potential benefits of using social media in education. A thorough examination of a large set of these online tools has revealed that social media have many educational advantages. In fact, it has been found out that these web-based applications can improve communication among students and between teachers and students. Thanks to these technologies, both teachers and students can interact with each other in a matter of seconds. Social media can also be used to promote students{\textquoteright} engagement. Students who often complain of being intimidated or bored in the classroom may feel comfortable to express their creativity and voice their opinion on a social network website. Another finding of this study is that social media applications foster collaboration as they allow students to work together to achieve a common goal. Given these educational benefits, we recommend that these online social tools should be used in learning environments. [ABSTRACT}, keywords = {Benefits, collaboration, communication, Computer assisted instruction, education, engagement, Internet in education, Online social networks, social media, Social networks, Teaching aids \& devices}, issn = {21924880}, url = {http://search.ebscohost.com/login.aspx?direct=true\&db=iih\&AN=91712440\&site=ehost-live}, author = {Faizi, Rdouan and El Afia, Abdellatif and Chiheb, Raddouane} }