This research paper examined the relationship between grammar competence and writing performance among first year students studying in the second semester at Ibn Tofail University in Kenitra in Morocco. The main concern of this study is to investigate whether there is a correlation between grammar proficiency and writing. The researcher used two tests as instruments for the purpose of verifying the correlation between the two variables; one test was in grammar and the other was in writing. The participants were 37 male and female students at Ibn Tofail University who were chosen on the basis that they are in the same level of English language proficiency. They constituted an intact group. The results of the study indicated that there is a significant relationship between grammar and writing. It is also found that there is 14.7% of relationship between the two variables. These findings help university students to improve their writing skills and also assist teachers of English as a Foreign Language (EFL) to design their courses, choose their teaching materials, and teach and assess writing and grammar.
{"title":"Grammar Competence and Writing Performance: A Correlational Study in Higher Education","authors":"Mahmoud Belmekki","doi":"10.48185/tts.v4i1.594","DOIUrl":"https://doi.org/10.48185/tts.v4i1.594","url":null,"abstract":"This research paper examined the relationship between grammar competence and writing performance among first year students studying in the second semester at Ibn Tofail University in Kenitra in Morocco. The main concern of this study is to investigate whether there is a correlation between grammar proficiency and writing. The researcher used two tests as instruments for the purpose of verifying the correlation between the two variables; one test was in grammar and the other was in writing. The participants were 37 male and female students at Ibn Tofail University who were chosen on the basis that they are in the same level of English language proficiency. They constituted an intact group. The results of the study indicated that there is a significant relationship between grammar and writing. It is also found that there is 14.7% of relationship between the two variables. These findings help university students to improve their writing skills and also assist teachers of English as a Foreign Language (EFL) to design their courses, choose their teaching materials, and teach and assess writing and grammar.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"85 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":"135856907","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}
In the last two decades, policymakers have considered Educational Technology Infrastructure (ETI) as a prerequisite for the successful implementation of Educational Technology Policies (ETP). This study aims to measure the situation of ETI in Sudan and display its importance in supporting ETP. Content analysis is used to demonstrate how specific attention is paid by US, UK, and China toward ETI as a crucial element in their ETP implementation, and how several factors are then determined to assess the infrastructure in Sudan based on experiences that the US, China, and World Bank have obtained. These include policies towards ETI; electricity supply; schools or classrooms connected to the internet; the ratio of students to computers; internet speed; and availability of digital resources. Recent years have witnessed e-learning projects and digital resources under construction by the Sudanese National Center for Curricula and Educational Research (NCCER) and UNICEF, but Sudan still faces various ETI problems, including (1) a lack of policy and vision towards ETI in Sudan; (2) Sudan’s ETI challenge of being a developing economy; (3) a sizable population living in areas without electricity coverage; (4) a low ratio of student to computer usage in public high schools (merely about 28:1). We conclude with proposing several workable solutions for improving the current situation of ETI in Sudan.
{"title":"An Exploration of the Situation of Educational Technology Infrastructure in Sudanese General Education: A Case Study","authors":"Alnuaman A. Alamin","doi":"10.48185/tts.v3i2.642","DOIUrl":"https://doi.org/10.48185/tts.v3i2.642","url":null,"abstract":"In the last two decades, policymakers have considered Educational Technology Infrastructure (ETI) as a prerequisite for the successful implementation of Educational Technology Policies (ETP). This study aims to measure the situation of ETI in Sudan and display its importance in supporting ETP. Content analysis is used to demonstrate how specific attention is paid by US, UK, and China toward ETI as a crucial element in their ETP implementation, and how several factors are then determined to assess the infrastructure in Sudan based on experiences that the US, China, and World Bank have obtained. These include policies towards ETI; electricity supply; schools or classrooms connected to the internet; the ratio of students to computers; internet speed; and availability of digital resources. Recent years have witnessed e-learning projects and digital resources under construction by the Sudanese National Center for Curricula and Educational Research (NCCER) and UNICEF, but Sudan still faces various ETI problems, including (1) a lack of policy and vision towards ETI in Sudan; (2) Sudan’s ETI challenge of being a developing economy; (3) a sizable population living in areas without electricity coverage; (4) a low ratio of student to computer usage in public high schools (merely about 28:1). We conclude with proposing several workable solutions for improving the current situation of ETI in Sudan.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129006319","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}
There is a growing body of literature that emphasizes the significance of creative thinking in the globalized and interconnected world of 21st century. Developing the ability to think creatively helps enrich our lives, achieve success and have a prosperous society. Therefore, the development of the skill should be a fundamental part of education throughout all levels and across all subjects. Language education is no exception. Language learning classes that encourage creative thinking help learners develop not only intellectually but also emotionally and socially. The main purpose of this paper is to present the implications of engaging students’ creative thinking in language learning classes with reference to English language. We discuss a new perspective about the process of language learning and focus on how engaging students’ creative thinking can make learning other languages meaningful, enriching and engaging.
{"title":"The need to engage students’ creative thinking in language learning classes","authors":"Zaina Smare","doi":"10.48185/tts.v3i2.644","DOIUrl":"https://doi.org/10.48185/tts.v3i2.644","url":null,"abstract":"There is a growing body of literature that emphasizes the significance of creative thinking in the globalized and interconnected world of 21st century. Developing the ability to think creatively helps enrich our lives, achieve success and have a prosperous society. Therefore, the development of the skill should be a fundamental part of education throughout all levels and across all subjects. Language education is no exception. Language learning classes that encourage creative thinking help learners develop not only intellectually but also emotionally and socially. The main purpose of this paper is to present the implications of engaging students’ creative thinking in language learning classes with reference to English language. We discuss a new perspective about the process of language learning and focus on how engaging students’ creative thinking can make learning other languages meaningful, enriching and engaging.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117153040","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}
Covid-19 has a severe impact on the way we teach and learn today. As the global pandemic has severely impacted our education sector, adaptation is much needed in the way we teach and learn as we adapt to the new normal. This comparative study involves four sets of data involving two teachers from Malaysia and two teachers from Iraq. The researchers interviewed the respondents and sorted their feedbacks according to the themes of this study. The study reveals the differences and similarities in how teachers adapt to the new way of teaching English and teaching methods for receptive and productive English skills to high school students in both countries. It also reveals teachers’ opinions on using first language materials in their English teaching. The study highlights the teaching theories and principles applied by teachers in both countries in teaching in the new normal. The study also reveals that the respondents managed to adapt authentic teaching and learning materials for online teaching and revamped their lesson plans and timetables. The respondents also used the Telegram application to share teaching and learning materials and connect with their students. All respondents agree with the use of first language materials in teaching English and the role of teachers to motivate students in learning English in the new normal. Finally, the study reveals that all respondents from both countries manage to adapt to the new teaching method in the pandemic.
{"title":"Language Teaching in the New Normal: A Comparative Study between Malaysia and Iraq","authors":"Abdul Azim Bin Mahda, Azhar Sarkhi, N. A. Razak","doi":"10.48185/tts.v3i1.434","DOIUrl":"https://doi.org/10.48185/tts.v3i1.434","url":null,"abstract":"Covid-19 has a severe impact on the way we teach and learn today. As the global pandemic has severely impacted our education sector, adaptation is much needed in the way we teach and learn as we adapt to the new normal. This comparative study involves four sets of data involving two teachers from Malaysia and two teachers from Iraq. The researchers interviewed the respondents and sorted their feedbacks according to the themes of this study. The study reveals the differences and similarities in how teachers adapt to the new way of teaching English and teaching methods for receptive and productive English skills to high school students in both countries. It also reveals teachers’ opinions on using first language materials in their English teaching. The study highlights the teaching theories and principles applied by teachers in both countries in teaching in the new normal. The study also reveals that the respondents managed to adapt authentic teaching and learning materials for online teaching and revamped their lesson plans and timetables. The respondents also used the Telegram application to share teaching and learning materials and connect with their students. All respondents agree with the use of first language materials in teaching English and the role of teachers to motivate students in learning English in the new normal. Finally, the study reveals that all respondents from both countries manage to adapt to the new teaching method in the pandemic.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132615924","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 attempts to investigate the quality of online English learning from the perceptions of the undergraduate ESL students during the lock downs due to Covid-19 pandemic in the conflict zone, Kashmir, India. It tries to examine three issues related to the quality dimensions of e-learning. Based on judgmental sampling technique, the sample responds to a five-likert survey comprising 18 questions after being taught via online mode for 3 months, followed by a structured-interview with a part of the sample selected randomly. Findings indicate that the e-learners have expressed diverse opinions with regard to course objectives matching with learning needs, effectiveness of online teaching methods and efficiency of online assessment. Findings reveal that majority of the students may not be able to identify their learning needs or decide about the quality of e-assessment system while a great number of the students perceive online teaching methods as less effective. It can be concluded that students are not pleased with the current mode of e-learning unless it goes under strict discipline and better approach and previous training. E-learning cannot be an alternative to formal education in a conflict zone unless intensive efforts and regular evaluation are made keeping in mind the students’ learning needs and feedback in relation to all dimensions of quality of e-learning.
{"title":"The Quality of Online English Learning during Covid-19 pandemic: A Study on English Undergraduate Students in A Conflict Zone","authors":"Iftikhar Yusuf Al-Ariqi, M. Mir","doi":"10.48185/tts.v3i1.471","DOIUrl":"https://doi.org/10.48185/tts.v3i1.471","url":null,"abstract":" This study attempts to investigate the quality of online English learning from the perceptions of the undergraduate ESL students during the lock downs due to Covid-19 pandemic in the conflict zone, Kashmir, India. It tries to examine three issues related to the quality dimensions of e-learning. Based on judgmental sampling technique, the sample responds to a five-likert survey comprising 18 questions after being taught via online mode for 3 months, followed by a structured-interview with a part of the sample selected randomly. Findings indicate that the e-learners have expressed diverse opinions with regard to course objectives matching with learning needs, effectiveness of online teaching methods and efficiency of online assessment. Findings reveal that majority of the students may not be able to identify their learning needs or decide about the quality of e-assessment system while a great number of the students perceive online teaching methods as less effective. It can be concluded that students are not pleased with the current mode of e-learning unless it goes under strict discipline and better approach and previous training. E-learning cannot be an alternative to formal education in a conflict zone unless intensive efforts and regular evaluation are made keeping in mind the students’ learning needs and feedback in relation to all dimensions of quality of e-learning. \u0000 ","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116819887","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 explored students’ preferences on the use of traditional versus multimedia modes of course delivery at the University of Eswatini. Since the advent of technology, the use of traditional and multimedia modes of teaching has received a lot of attention in research. Students’ preferences regarding either being taught in a traditional or technological way is one of the areas that has been investigated intensively, yielding different conclusions. This study was a cross-sectional survey. For data collection, the study used a five-point anchored Likert-scale. Forty-three (43) participants participated in the study. They completed a questionnaire that sought their preferences on the mode of teaching between two courses, CTE 319/519 and CTE320/520. CTE319/519 was taught using multimedia, and CTE 320/520 was taught using the traditional mode. To establish the trends in the students’ preferences, data were analyzed using the statistical package for social science (SPSS), mainly descriptive statistics. The mean, frequencies, modes, and standard deviation were the major domains for data interpretation. The results revealed that the students preferred the use of multimedia over the traditional mode of course delivery. However, when the data were further analyzed using the age-range, the older generation performed better than the younger generation in their preferences on the use of multimedia when teaching. Overall, the results have implications for the integration of multimedia technology when teaching English courses at tertiary.
{"title":"A comparative Use of Traditional and Multimedia Modes of Teaching Curriculum Studies in English","authors":"Patrick Mthethwa","doi":"10.48185/tts.v3i1.389","DOIUrl":"https://doi.org/10.48185/tts.v3i1.389","url":null,"abstract":"This study explored students’ preferences on the use of traditional versus multimedia modes of course delivery at the University of Eswatini. Since the advent of technology, the use of traditional and multimedia modes of teaching has received a lot of attention in research. Students’ preferences regarding either being taught in a traditional or technological way is one of the areas that has been investigated intensively, yielding different conclusions. This study was a cross-sectional survey. For data collection, the study used a five-point anchored Likert-scale. Forty-three (43) participants participated in the study. They completed a questionnaire that sought their preferences on the mode of teaching between two courses, CTE 319/519 and CTE320/520. CTE319/519 was taught using multimedia, and CTE 320/520 was taught using the traditional mode. To establish the trends in the students’ preferences, data were analyzed using the statistical package for social science (SPSS), mainly descriptive statistics. The mean, frequencies, modes, and standard deviation were the major domains for data interpretation. The results revealed that the students preferred the use of multimedia over the traditional mode of course delivery. However, when the data were further analyzed using the age-range, the older generation performed better than the younger generation in their preferences on the use of multimedia when teaching. Overall, the results have implications for the integration of multimedia technology when teaching English courses at tertiary.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124973781","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 March 2020 in Malaysia, tertiary educational sectors have been forced to shift to online classrooms under the Movement Control Order (MCO). The abrupt change to online learning has affected educators’ style of teaching and in navigating themselves for online classrooms. This study aimed to investigate ESL lecturers’ adaptation to online teaching and learning during the outbreak of COVID-19 in Malaysia. This paper adopted a case-study approach with four lecturers were interviewed. The findings of this study indicate that lecturers use online platforms such as Google Meet, Zoom. Additional applications such as Kahoot, Quizizz and Padlets are also used to reinforce students’ English skills. Additionally, issues on the effectiveness of online learning such as Internet connectivity, the paradigm shift from traditional to online classrooms are highlighted by the participants. The findings also highlighted other factors, such as understanding motivational strategies, language learner’s needs, and Sociocultural factors. This paper provides ramifications of online learning such as incentive, laptop rental, and mastering the applications of technology in education.
{"title":"ESL Lecturers’ Adaptation to the New-Norm of Online Teaching in Malaysia","authors":"M. Zulkifli, Nurdayana Badrul Hisham, N. A. Razak","doi":"10.48185/tts.v3i1.334","DOIUrl":"https://doi.org/10.48185/tts.v3i1.334","url":null,"abstract":"Since March 2020 in Malaysia, tertiary educational sectors have been forced to shift to online classrooms under the Movement Control Order (MCO). The abrupt change to online learning has affected educators’ style of teaching and in navigating themselves for online classrooms. This study aimed to investigate ESL lecturers’ adaptation to online teaching and learning during the outbreak of COVID-19 in Malaysia. This paper adopted a case-study approach with four lecturers were interviewed. The findings of this study indicate that lecturers use online platforms such as Google Meet, Zoom. Additional applications such as Kahoot, Quizizz and Padlets are also used to reinforce students’ English skills. Additionally, issues on the effectiveness of online learning such as Internet connectivity, the paradigm shift from traditional to online classrooms are highlighted by the participants. The findings also highlighted other factors, such as understanding motivational strategies, language learner’s needs, and Sociocultural factors. This paper provides ramifications of online learning such as incentive, laptop rental, and mastering the applications of technology in education.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127421877","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}
Critical thinking is one of many learning skills necessary to prepare learners for post-secondary education and eventually the workplace. Every individual needs critical thinking skills to be successful in finding solutions to problems in everyday life. Examining the issue of critical thinking seems to be very essential not only for EFL learners but also for language teachers and syllabus designers. The main objective of this research is to investigate teachers’ level of use of critical thinking in the classroom. The population for this study is composed of Moroccan English language high school teachers. The population consisted of both males and females. A survey questionnaire was used to gather data. The quantitative data was analysed using descriptive statistics of means and percentages. The results indicated that the level of teachers’ use of critical thinking is (M=2,63). The average to poor results obtained by the participants concerning their level of use of critical thinking may have several distinctive interpretations. Therefore, further research is required to examine the relationship between teachers’ level of use of critical thinking and their attitudes.
{"title":"Exploring Teachers’ Level of Use of Critical Thinking in Moroccan High Schools","authors":"Y. Laabidi","doi":"10.48185/tts.v3i1.349","DOIUrl":"https://doi.org/10.48185/tts.v3i1.349","url":null,"abstract":"Critical thinking is one of many learning skills necessary to prepare learners for post-secondary education and eventually the workplace. Every individual needs critical thinking skills to be successful in finding solutions to problems in everyday life. Examining the issue of critical thinking seems to be very essential not only for EFL learners but also for language teachers and syllabus designers. The main objective of this research is to investigate teachers’ level of use of critical thinking in the classroom. The population for this study is composed of Moroccan English language high school teachers. The population consisted of both males and females. A survey questionnaire was used to gather data. The quantitative data was analysed using descriptive statistics of means and percentages. The results indicated that the level of teachers’ use of critical thinking is (M=2,63). The average to poor results obtained by the participants concerning their level of use of critical thinking may have several distinctive interpretations. Therefore, further research is required to examine the relationship between teachers’ level of use of critical thinking and their attitudes.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115561856","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}
Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.
{"title":"College Students' Experience in Online Asynchronous Peer Feedback in Writing","authors":"Bethany Marie Lumabi, Rhene C. Tabajen","doi":"10.48185/tts.v2i2.250","DOIUrl":"https://doi.org/10.48185/tts.v2i2.250","url":null,"abstract":"Writing is heavy, tedious, and difficult for college students. Likewise, writing instruction is equally arduous for teachers. The implementation of online and remote classes due to the COVID-19 pandemic becomes an opportunity for students to develop writing through their peers’ feedback. This study analyzes the college students’ experience and evaluation in online asynchronous peer feedback in writing. One hundred college students in free sections from a private university responded to an adopted, modified, and validated survey questionnaire and focus group discussions to evaluate and validate their experience in online asynchronous peer feedback in writing. The survey results underwent statistical analysis using Statistical Package for the Social Sciences (SPSS), version 20, to determine the weighted mean scores. Thus, the results revealed that the college students have a strong positive experience in online asynchronous peer-feedback in writing with the course facilitator of English language-based subjects. Though online asynchronous peer feedback in writing is an established learning approach, it is not yet maximized in all or most classes of college students. Nevertheless, the study concludes that the positive assumptions, experimentations, and explorations done in online peer feedback in writing remain valuable for college students, especially in their asynchronous writing development.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128227968","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 world has witnessed major changes in delivery modes in education due to the COVID-19 pandemic. Being no exception, Morocco declared a full lockdown in March 2020, and this resulted in the use of online platforms to cope with the new situation. The platform that was adopted by the Moroccan Ministry of Education was Microsoft Teams (MT). Hence, the current paper investigated Moroccan high school EFL teachers’ use of the platform accounting for their age, gender, anxiety, and attitudes towards the platform. For this aim, a questionnaire adapted from Computer Anxiety Rating Scale (CARS) by Heinssen et al. (1987) was distributed to 171 EFL teachers working in different public high schools belonging to the academy of Casablanca/Settat. Results revealed that the participants’ attitudes towards the usability of the platform were negatively associated with their years of experience, and their general anxiety and power and control of the platform negatively affected the time they spent on the platform. The findings imply that anxiety should be taken into consideration as an integral component in further implementation of technology in education.
{"title":"Moroccan High School EFL Teachers’ Attitudes and Anxiety on Using Microsoft Teams Platform","authors":"A. Sayeh, Hassane Razkane","doi":"10.48185/tts.v2i2.267","DOIUrl":"https://doi.org/10.48185/tts.v2i2.267","url":null,"abstract":"The world has witnessed major changes in delivery modes in education due to the COVID-19 pandemic. Being no exception, Morocco declared a full lockdown in March 2020, and this resulted in the use of online platforms to cope with the new situation. The platform that was adopted by the Moroccan Ministry of Education was Microsoft Teams (MT). Hence, the current paper investigated Moroccan high school EFL teachers’ use of the platform accounting for their age, gender, anxiety, and attitudes towards the platform. For this aim, a questionnaire adapted from Computer Anxiety Rating Scale (CARS) by Heinssen et al. (1987) was distributed to 171 EFL teachers working in different public high schools belonging to the academy of Casablanca/Settat. Results revealed that the participants’ attitudes towards the usability of the platform were negatively associated with their years of experience, and their general anxiety and power and control of the platform negatively affected the time they spent on the platform. The findings imply that anxiety should be taken into consideration as an integral component in further implementation of technology in education.","PeriodicalId":210713,"journal":{"name":"TESOL and Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125328480","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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