The purpose of this study is to investigate whether does the redundancy principle occurs or not in the learning of C++ computer programming using screencasting. This principle was discovered by Mayer’s Cognitive Theory of Multimedia Learning (CTML) and stated that students learn better from graphics, and narrations than from graphics, narrations and on-screen text. There were mix outcomes pertaining to this principle, and the result might be due to the various topics learn by the students. Therefore, the subject introduction to C++ computer programming was chosen in this study to determine whether the redundancy principle occurs or not in the learning of C++ computer programming using screencasting. A true experimental pre-test and post-test research design was conducted, and sample were 65 first-year undergraduate students (aged 19-22). Samples were chosen based on the criteria that they have never attended any formal computer programming course prior to the study and were randomly assigned to two types of learning modes. The first group received the screencasting and narration (SN) mode whereas the second group received the screencasting, text, and narration (STN) mode. Results showed that the SN mode students outperformed the STN mode students in the post-test.

Technology has changed the way we teach and the way we learn. Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism, the implementation of each one benefiting the other. Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent efforts to integrate technology in the classroom have been within the context of a constructivist framework. The purpose of this paper is to examine the definition of constructivism, incorporating technology into the classroom, successful technology integration into the classroom, factors contributing to teachers’ use of technology, role of technology in a constructivist classroom, teacher’s use of learning theories to enable more effective use of technology, learning with technology: constructivist perspective, and constructivism as a framework for educational technology. This paper explains whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner.

Motivation has been called the “neglected heart” of language teaching. As teachers, we often forget that all of our learning activities are filtered through our students’ motivation. In this sense, students control the flow of the classroom. Without student motivation, there is no pulse, there is no life in the class. When we learn to incorporate direct approaches to generating student motivation in our teaching, we will become happier and more successful teachers. This paper is an attempt to look at EFL learners’ motivation in learning a foreign language from a theoretical approach. It includes a definition of the concept, the importance of motivation, specific approaches for generating motivation, difference between integrative and instrumental motivation, difference between intrinsic and extrinsic motivation, factors influencing motivation, and adopting motivational teaching practice.