This study examines integrating information and communication technologies (ICTs) into foreign language teacher preparation aligned with the Common European Framework of Reference (CEFR) standards at a Cuban university. A mixed methods approach combined surveys, interviews, assessments and observations to evaluate effects on trainees’ communicative competence development, interpreting uneven gains across reading, writing, listening and speaking abilities. Questionnaire and assessment analysis evidenced perceived and actual progress towards CEFR alignment among fifth year versus first year students resulting from sustained ICT incorporation over their progression. However variability disadvantages persisted in some competencies. Qualitative insights emphasized technology’s enablement of contextualized practice and real-world application as instrumental for competence growth. Despite affirmative outcomes overall, optimizing consistency by motivation and engagement-focused implementations is recommended. Intensive, systematic ICT integration shows potential for helping future foreign language teachers attain key standards-based competencies. Findings inform initial teacher training advancement in Cuba and beyond.
{"title":"Aligned ICTs to the CEFR in the Cuban foreign language teaching program.","authors":"Denis Cardoso","doi":"10.48185/tts.v5i1.1026","DOIUrl":"https://doi.org/10.48185/tts.v5i1.1026","url":null,"abstract":"This study examines integrating information and communication technologies (ICTs) into foreign language teacher preparation aligned with the Common European Framework of Reference (CEFR) standards at a Cuban university. A mixed methods approach combined surveys, interviews, assessments and observations to evaluate effects on trainees’ communicative competence development, interpreting uneven gains across reading, writing, listening and speaking abilities. Questionnaire and assessment analysis evidenced perceived and actual progress towards CEFR alignment among fifth year versus first year students resulting from sustained ICT incorporation over their progression. However variability disadvantages persisted in some competencies. Qualitative insights emphasized technology’s enablement of contextualized practice and real-world application as instrumental for competence growth. Despite affirmative outcomes overall, optimizing consistency by motivation and engagement-focused implementations is recommended. Intensive, systematic ICT integration shows potential for helping future foreign language teachers attain key standards-based competencies. Findings inform initial teacher training advancement in Cuba and beyond. \u0000 ","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"37 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the positive impact of integrating Information and Communication Technology (ICT) in teaching, leading to improved teacher performance and increased student engagement. The study focuses on suggestions provided by instructors to enhance the use of technology in education. Data is collected through a questionnaire administered to Moroccan university English language teachers from Moulay Ismail University Faculty of Arts and Humanities - Meknes, and Sidi Mohamed Ben Abdellah Dhar - El Mahraz - Fes, serving as a case study. The Statistical Package for Social Sciences (SPSS) version 19 is employed for data analysis. The findings emphasize the importance of quality training, accessible ICT resources, and effective school policies as key factors in successfully integrating technology into education.
本文探讨了在教学中整合信息与传播技术（ICT）对提高教师绩效和学生参与度的积极影响。研究的重点是教师为加强技术在教育中的应用而提出的建议。数据是通过对来自梅克内斯穆莱-伊斯梅尔大学（Moulay Ismail University Faculty of Arts and Humanities - Meknes）和菲斯西迪-穆罕默德-本-阿卜杜拉-达尔-埃尔-马赫拉兹大学（Sidi Mohamed Ben Abdellah Dhar - El Mahraz - Fes）的摩洛哥大学英语教师进行问卷调查收集的。数据分析采用了 19 版社会科学统计软件包（SPSS）。研究结果强调，高质量的培训、可获得的信息和传播技术资源以及有效的学校政策是成功将技术融入教育的关键因素。
{"title":"Enhancing Teaching through ICT Integration: Insights from Moroccan University English Language Professors","authors":"Y. Laabidi","doi":"10.48185/tts.v5i1.903","DOIUrl":"https://doi.org/10.48185/tts.v5i1.903","url":null,"abstract":"This article explores the positive impact of integrating Information and Communication Technology (ICT) in teaching, leading to improved teacher performance and increased student engagement. The study focuses on suggestions provided by instructors to enhance the use of technology in education. Data is collected through a questionnaire administered to Moroccan university English language teachers from Moulay Ismail University Faculty of Arts and Humanities - Meknes, and Sidi Mohamed Ben Abdellah Dhar - El Mahraz - Fes, serving as a case study. The Statistical Package for Social Sciences (SPSS) version 19 is employed for data analysis. The findings emphasize the importance of quality training, accessible ICT resources, and effective school policies as key factors in successfully integrating technology into education.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"30 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of Artificial Intelligence (AI) into the field of education has ushered in a transformative shift in the creation and dissemination of assignments. This research delves into the implications and complexities surrounding the incorporation of AI-enhanced ChatGPT submission in the realm of education. AI-enhanced ChatGPT submissions offer a multitude of benefits. First and foremost, they offer educators a convenient means to produce a wide array of content, encompassing quizzes, essay prompts, and problem sets, thus saving both time and effort. AI has the capacity to customize assignments according to the specific needs of individual students, ensuring personalized learning experiences. Additionally, AI's ability to analyze student performance data can aid educators in pinpointing areas where students might be facing challenges, allowing them to adapt their teaching methods accordingly. Nonetheless, this innovation also raises substantial concerns. The authenticity and quality of AI-generated submission may come under scrutiny, potentially giving rise to issues of plagiarism and academic integrity. It is crucial to ensure that AI-generated content aligns with educational objectives and standards. Before disseminating AI-generated submission to students, educators must meticulously curate and review them. Furthermore, the role of teachers in the educational process extends beyond merely assigning tasks. They provide mentorship, guidance, and feedback that surpass the capabilities of ChatGPT. This human touch is indispensable for nurturing critical thinking, fostering creativity, and enhancing emotional intelligence. Ethical considerations also play a pivotal role. Both students and educators must comprehend how AI-generated assignments are created, ensuring transparency in the process. Safeguards must be in place to safeguard data privacy, and measures need to be taken to address bias in AI algorithms. Hence, it is imperative for teachers and educational institutions to critically evaluate the place of AI in education and determine the circumstances under which AI-generated assignments can be integrated to enrich the educational landscape.
{"title":"Enhancing the quality of teaching and learning through ChatGPT and similar large language models: Challenges, future prospects, and ethical considerations in education","authors":"Nitin Rane","doi":"10.48185/tts.v5i1.1000","DOIUrl":"https://doi.org/10.48185/tts.v5i1.1000","url":null,"abstract":"The integration of Artificial Intelligence (AI) into the field of education has ushered in a transformative shift in the creation and dissemination of assignments. This research delves into the implications and complexities surrounding the incorporation of AI-enhanced ChatGPT submission in the realm of education. AI-enhanced ChatGPT submissions offer a multitude of benefits. First and foremost, they offer educators a convenient means to produce a wide array of content, encompassing quizzes, essay prompts, and problem sets, thus saving both time and effort. AI has the capacity to customize assignments according to the specific needs of individual students, ensuring personalized learning experiences. Additionally, AI's ability to analyze student performance data can aid educators in pinpointing areas where students might be facing challenges, allowing them to adapt their teaching methods accordingly. Nonetheless, this innovation also raises substantial concerns. The authenticity and quality of AI-generated submission may come under scrutiny, potentially giving rise to issues of plagiarism and academic integrity. It is crucial to ensure that AI-generated content aligns with educational objectives and standards. Before disseminating AI-generated submission to students, educators must meticulously curate and review them. Furthermore, the role of teachers in the educational process extends beyond merely assigning tasks. They provide mentorship, guidance, and feedback that surpass the capabilities of ChatGPT. This human touch is indispensable for nurturing critical thinking, fostering creativity, and enhancing emotional intelligence. Ethical considerations also play a pivotal role. Both students and educators must comprehend how AI-generated assignments are created, ensuring transparency in the process. Safeguards must be in place to safeguard data privacy, and measures need to be taken to address bias in AI algorithms. Hence, it is imperative for teachers and educational institutions to critically evaluate the place of AI in education and determine the circumstances under which AI-generated assignments can be integrated to enrich the educational landscape.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"65 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140446720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since computer education was introduced into the educational systems in the developed world in the early 1980s, educational technology policies (ETPs) have become a hot issue, especially in the new millennium. Based on the comparative analysis approach, this study explained what the ETPs are and why and how the policy makers of USA, UK and China were interesting to develop several revised ETPs on the national levels. It finds that policy makers were keen to invest in ETPs because it contributes to the social and economic development, strengthens the national ideology and culture, and supports the educational reforms. Common factors shaping ETPs include policy or vision and authorizing implementation, teachers’ professional development, ICT for education infrastructure (digital learning resources, physical hardware infrastructure, internet connectivity in the educational institutions, education management information systems (EMIS) and national research and education networks), and educational technology standards for all of those people who are involved in the educational process.
{"title":"International Experiences of Educational Technology Policies: Lessons for Developing Countries","authors":"Alnuaman Alamin, Jianhua Zhao, Guoxiang Wu, Ashraf Salih","doi":"10.48185/tts.v4i2.915","DOIUrl":"https://doi.org/10.48185/tts.v4i2.915","url":null,"abstract":"Since computer education was introduced into the educational systems in the developed world in the early 1980s, educational technology policies (ETPs) have become a hot issue, especially in the new millennium. Based on the comparative analysis approach, this study explained what the ETPs are and why and how the policy makers of USA, UK and China were interesting to develop several revised ETPs on the national levels. It finds that policy makers were keen to invest in ETPs because it contributes to the social and economic development, strengthens the national ideology and culture, and supports the educational reforms. Common factors shaping ETPs include policy or vision and authorizing implementation, teachers’ professional development, ICT for education infrastructure (digital learning resources, physical hardware infrastructure, internet connectivity in the educational institutions, education management information systems (EMIS) and national research and education networks), and educational technology standards for all of those people who are involved in the educational process.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"214 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the efficacy of a Facebook-mediated online instructional technology program at Lahore Women's University. The researchers collected data from 45 students who participated in a one-month course on instructional technology via Facebook, along with their course comments and feedback. The results showed that students maintained their interest and acquired knowledge about teaching resources and computer programs that aligned with their comfort and interests. Facebook provided them with the freedom to converse with friends and discuss course materials without the pressure of strict deadlines. Social media platforms offer an effective means of facilitating international interactions, collaboration, and unstructured learning for both on-campus and off-campus students, thanks to their accessibility, affordability, and civic features. A significant number of female students strongly advocated for using Facebook as a platform for online teaching and learning due to its capacity to allow them to openly express and address their concerns while studying instructional technology. The report recommends leveraging social media platforms for instructional delivery, training, and collaborative endeavors, and encouraging universities to incorporate these channels into their academic calendars and activities.
{"title":"Social Networking Sites Mediated Course Reflections on Instructional Technology: A Case Study of Female Students at Women's University","authors":"Hazhar Ahmed, Shabana Kausar, Othman Mohammed","doi":"10.48185/tts.v4i2.836","DOIUrl":"https://doi.org/10.48185/tts.v4i2.836","url":null,"abstract":"This study investigates the efficacy of a Facebook-mediated online instructional technology program at Lahore Women's University. The researchers collected data from 45 students who participated in a one-month course on instructional technology via Facebook, along with their course comments and feedback. The results showed that students maintained their interest and acquired knowledge about teaching resources and computer programs that aligned with their comfort and interests. Facebook provided them with the freedom to converse with friends and discuss course materials without the pressure of strict deadlines. Social media platforms offer an effective means of facilitating international interactions, collaboration, and unstructured learning for both on-campus and off-campus students, thanks to their accessibility, affordability, and civic features. A significant number of female students strongly advocated for using Facebook as a platform for online teaching and learning due to its capacity to allow them to openly express and address their concerns while studying instructional technology. The report recommends leveraging social media platforms for instructional delivery, training, and collaborative endeavors, and encouraging universities to incorporate these channels into their academic calendars and activities.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is written based on action research in which screencast feedback was adopted as an alternative to traditional writing feedback in a 15-week fully online academic writing course due to the Covid-19 breakout. The data were collected from 89 second-year English majors at a public university in central Vietnam via an online survey to explore their perceptions of this feedback-giving method. The findings reveal that the surveyed students generally showed a positive attitude toward screencast feedback as this novel kind of giving feedback is said to be necessary and helpful for their writing improvement. Students also favored screencast feedback over traditional written feedback as it is more informative, understandable, interactive, and beneficial for mutual learning among students. However, they also pointed out that time consumption, a limited number of writing pieces receiving feedback, and overloaded information to retain are some major drawbacks to screencast feedback being given synchronously in online lessons. Therefore, adjusting screencast feedback delivery from synchronous to asynchronous mode, sharing both screencast feedback videos and documents on LMS for students’ revisits at their convenience, and maximizing students’ opportunities to receive feedback are some recommended ways to improve the effectiveness of using screencast feedback in online writing courses.
{"title":"EFL undergraduates’ perceptions of the use of screencast feedback in an online writing course","authors":"Lien Cao","doi":"10.48185/tts.v4i2.786","DOIUrl":"https://doi.org/10.48185/tts.v4i2.786","url":null,"abstract":"This paper is written based on action research in which screencast feedback was adopted as an alternative to traditional writing feedback in a 15-week fully online academic writing course due to the Covid-19 breakout. The data were collected from 89 second-year English majors at a public university in central Vietnam via an online survey to explore their perceptions of this feedback-giving method. The findings reveal that the surveyed students generally showed a positive attitude toward screencast feedback as this novel kind of giving feedback is said to be necessary and helpful for their writing improvement. Students also favored screencast feedback over traditional written feedback as it is more informative, understandable, interactive, and beneficial for mutual learning among students. However, they also pointed out that time consumption, a limited number of writing pieces receiving feedback, and overloaded information to retain are some major drawbacks to screencast feedback being given synchronously in online lessons. Therefore, adjusting screencast feedback delivery from synchronous to asynchronous mode, sharing both screencast feedback videos and documents on LMS for students’ revisits at their convenience, and maximizing students’ opportunities to receive feedback are some recommended ways to improve the effectiveness of using screencast feedback in online writing courses.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"68 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The field of education is currently experiencing a profound technological revolution, driven by the pervasive influence of the internet. This transformation has made the integration of technology indispensable. This research explores the nuanced influence of gender, age, and experience on the attitudes of 160 Iranian English as a Foreign Language (EFL) teachers toward online teaching. Central to this investigation is the 'Teachers' Attitude Towards Online Teaching' (TAtOT) questionnaire, thoughtfully adapted and validated for Iranian EFL teachers by Kianinezhad (2023). The study reveals a significant gender-based disparity, with male teachers exhibiting a more favorable perspective on online teaching. Additionally, the research establishes a negative correlation between attitudes and both experience and age, indicating that teachers tend to view online teaching less favorably as they gain more experience and age. This study underscores the critical importance of tailored training, well-designed support systems, continuous professional development, collaborative initiatives, and substantial investments in policies and infrastructure to foster a positive attitude toward technology integration among educators. In conclusion, the research not only highlights but also underscores the dynamic interplay of gender, age, and experience in shaping attitudes among Iranian EFL teachers. This understanding empowers educational institutions to develop strategies for promoting technology integration and, consequently, enhancing the quality of online education in the EFL context. Further research in this field is strongly recommended to refine and expand upon these insights, guiding evidence-based practices in teacher education and support in the future.
{"title":"Attitudes towards Online Teaching: Gender, Experience, and Age among Iranian English Language Teaching Teachers","authors":"Neda Kianinezhad","doi":"10.48185/tts.v4i2.868","DOIUrl":"https://doi.org/10.48185/tts.v4i2.868","url":null,"abstract":"The field of education is currently experiencing a profound technological revolution, driven by the pervasive influence of the internet. This transformation has made the integration of technology indispensable. This research explores the nuanced influence of gender, age, and experience on the attitudes of 160 Iranian English as a Foreign Language (EFL) teachers toward online teaching. Central to this investigation is the 'Teachers' Attitude Towards Online Teaching' (TAtOT) questionnaire, thoughtfully adapted and validated for Iranian EFL teachers by Kianinezhad (2023). The study reveals a significant gender-based disparity, with male teachers exhibiting a more favorable perspective on online teaching. Additionally, the research establishes a negative correlation between attitudes and both experience and age, indicating that teachers tend to view online teaching less favorably as they gain more experience and age. This study underscores the critical importance of tailored training, well-designed support systems, continuous professional development, collaborative initiatives, and substantial investments in policies and infrastructure to foster a positive attitude toward technology integration among educators. In conclusion, the research not only highlights but also underscores the dynamic interplay of gender, age, and experience in shaping attitudes among Iranian EFL teachers. This understanding empowers educational institutions to develop strategies for promoting technology integration and, consequently, enhancing the quality of online education in the EFL context. Further research in this field is strongly recommended to refine and expand upon these insights, guiding evidence-based practices in teacher education and support in the future.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"6 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Foreign language acquisition has been a key issue in the field of language education. In recent years, the integration of Artificial Intelligence (AI) into language learning has brought about a transformative shift in the teaching and acquisition of the English language. This article delves into the tasks associated with implementing these actions and provides recommendations that form the methodological foundation for cultivating linguistic personalities in ELT. The research is dedicated to the analysis of prevalent and frequently employed methods and competency-based approaches to online foreign language instruction, grounded in both national and international experiences, illuminating the progress made in this burgeoning field. This comprehensive review of effective strategies for teaching foreign languages in the context of distance online learning offers valuable insights into contemporary language teaching.
{"title":"Effective Methods of Teaching Foreign Languages Online: A Global View","authors":"Neda Kianinezhad","doi":"10.48185/tts.v4i1.846","DOIUrl":"https://doi.org/10.48185/tts.v4i1.846","url":null,"abstract":"Foreign language acquisition has been a key issue in the field of language education. In recent years, the integration of Artificial Intelligence (AI) into language learning has brought about a transformative shift in the teaching and acquisition of the English language. This article delves into the tasks associated with implementing these actions and provides recommendations that form the methodological foundation for cultivating linguistic personalities in ELT. The research is dedicated to the analysis of prevalent and frequently employed methods and competency-based approaches to online foreign language instruction, grounded in both national and international experiences, illuminating the progress made in this burgeoning field. This comprehensive review of effective strategies for teaching foreign languages in the context of distance online learning offers valuable insights into contemporary language teaching.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article addresses the prevalent issue of deficient writing proficiency at the university level by introducing the impact of an innovative intervention known as the Exploratory Practice (EP). This experimental study was conducted in a Lebanese university to assess the impact of EP on enhancing students’ writing skills. The research involved an experimental group and a control group. Quantitative data were extracted from students' writing drafts, pre and post study, to gauge the effectiveness of the EP intervention. The findings demonstrated a significant enhancement in writing proficiency within the experimental group. This outcome underscores the potential efficacy of EP as a dynamic pedagogical tool for improving writing skills. Therefore, this study advocates for the strategic incorporation of EP, including its foundational elements, rationale, principles, and propositions, into writing classes. The implications of this study encourage the adoption of EP to facilitate the development of proficient writing skills among students in diverse educational settings.
{"title":"Innovative Pathways to Proficient Writing: Examining Exploratory Practice's Effects","authors":"Maysaa Banat","doi":"10.48185/tts.v4i1.828","DOIUrl":"https://doi.org/10.48185/tts.v4i1.828","url":null,"abstract":"This article addresses the prevalent issue of deficient writing proficiency at the university level by introducing the impact of an innovative intervention known as the Exploratory Practice (EP). This experimental study was conducted in a Lebanese university to assess the impact of EP on enhancing students’ writing skills. The research involved an experimental group and a control group. Quantitative data were extracted from students' writing drafts, pre and post study, to gauge the effectiveness of the EP intervention. The findings demonstrated a significant enhancement in writing proficiency within the experimental group. This outcome underscores the potential efficacy of EP as a dynamic pedagogical tool for improving writing skills. Therefore, this study advocates for the strategic incorporation of EP, including its foundational elements, rationale, principles, and propositions, into writing classes. The implications of this study encourage the adoption of EP to facilitate the development of proficient writing skills among students in diverse educational settings.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the relationship between school principals’ attitudes and the impact this has on the level of technology integration in Moroccan public schools. Data were collected by surveying 167 school principals via two different instruments. The computer attitude scale (CAS) (Gressard and Loyd, 1986) measures attitude toward computers and computer use and the level of technology integration (LoTi) Moersch (1999) measures the various levels of technology integration. Findings suggest that there is a negative correlation between school principals’ attitudes and their level of technology integration at the Computer Attitude Scale (CAS) with (r = -.32, n = 167, p< .0005) and at the four sub-scales as well. The results obtained at this level accentuate another negative correlation existing between Computer confidence with (r = -.23, n = 167, p < .0005), computer liking (r = - .40, n = 166, p< .0005), computer usefulness (r = - .25, n = 167, p < .0005) and finally, computer anxiety with (r = - .08, n = 167, p < 0005) and level of technology integration. Recommendations for research and practice are provided.
本研究调查了摩洛哥公立学校校长的态度及其对技术整合水平的影响之间的关系。数据是通过两种不同的工具对167所学校的校长进行调查收集的。计算机态度量表(CAS) (Gressard and Loyd, 1986)衡量对计算机和计算机使用的态度，技术整合水平(LoTi) Moersch(1999)衡量技术整合的各个水平。研究发现，在计算机态度量表(CAS)中，校长态度与其技术整合水平呈负相关(r = -)。32, n = 167, p<.0005)和四个分量表。在这个水平上获得的结果强调了计算机置信度与(r = -)之间存在的另一个负相关。23, n = 167, p <0.0005)，计算机喜好(r = - 0.40, n = 166, p<.0005)，计算机实用性(r = - 0.25, n = 167, p <计算机焦虑(r = - 0.08, n = 167, p <0005)和技术集成水平。对研究和实践提出了建议。
{"title":"School Principals’ Attitudes and Level of Technology Integration in Moroccan Public Schools","authors":"Nour-eddine Laouni","doi":"10.48185/tts.v4i1.542","DOIUrl":"https://doi.org/10.48185/tts.v4i1.542","url":null,"abstract":"This study investigates the relationship between school principals’ attitudes and the impact this has on the level of technology integration in Moroccan public schools. Data were collected by surveying 167 school principals via two different instruments. The computer attitude scale (CAS) (Gressard and Loyd, 1986) measures attitude toward computers and computer use and the level of technology integration (LoTi) Moersch (1999) measures the various levels of technology integration. Findings suggest that there is a negative correlation between school principals’ attitudes and their level of technology integration at the Computer Attitude Scale (CAS) with (r = -.32, n = 167, p< .0005) and at the four sub-scales as well. The results obtained at this level accentuate another negative correlation existing between Computer confidence with (r = -.23, n = 167, p < .0005), computer liking (r = - .40, n = 166, p< .0005), computer usefulness (r = - .25, n = 167, p < .0005) and finally, computer anxiety with (r = - .08, n = 167, p < 0005) and level of technology integration. Recommendations for research and practice are provided.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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