Google cards as a tool to improve writing skills among EFL young children with learning disabilities Abstract Google cards (GC) are the cards that appeared in the results of Google search engine that contain an image with text, or shapes with text to provide educational rules or information, the current research aimed to introduce a program based on GC and problem-based learning (PBL) to improve writing s among EFL young children with learning disabilities. After the literature review of PBL and writing, a list of writing skills was prepared, as a guide for the proposed program. The results indicated the program sessions should be in 8 basic elements for each session: Title, objectives, teaching aids, Warm-up, procedures of learning writing skills using GC and PBL, directions to improve the learning of EFL young children with learning disabilities, evaluation, homework. The results were discussed in detail, and recommendations were provided. Keywords: Special education, Google cards (GC), Problem-based learning (PBL), learning disabilities, writing.
Gadelmawla Mohamed, A., & GadelMawla Mohammed, A. (2022). Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities. Journal of Distance Learning and Open Learning, 10(18), 13-36. doi: 10.21608/jdlol.2022.222753
MLA
Ahmed Mohamed Gadelmawla Mohamed; aya Mohammed GadelMawla Mohammed. "Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities". Journal of Distance Learning and Open Learning, 10, 18, 2022, 13-36. doi: 10.21608/jdlol.2022.222753
HARVARD
Gadelmawla Mohamed, A., GadelMawla Mohammed, A. (2022). 'Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities', Journal of Distance Learning and Open Learning, 10(18), pp. 13-36. doi: 10.21608/jdlol.2022.222753
VANCOUVER
Gadelmawla Mohamed, A., GadelMawla Mohammed, A. Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities. Journal of Distance Learning and Open Learning, 2022; 10(18): 13-36. doi: 10.21608/jdlol.2022.222753
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