TESOL and Technology Studies 2024-02-22T20:52:36+00:00 Open Journal Systems <p>Journal of TESOL and Technology Studies is a peer-reviewed international journal, published by Saba Publishing. The aim of the journal is to provide a venue for academicians, researchers, and practitioners in the area of English language teaching and learning to share their theories, models, views, research results, and classroom practices for the benefit of all. All articles in this journal are published in English.</p> <p><strong>Editor in Chief: <a href="" target="_blank" rel="noopener">Prof. Dr. Norizan Abdul Razak</a></strong><br /><strong>ISSN (online)</strong>: <a href="" target="_blank" rel="noopener">2709-6696</a><br /><strong>Frequency:</strong> Semiannual</p> Enhancing the quality of teaching and learning through Gemini, ChatGPT, and similar generative Artificial Intelligence: Challenges, future prospects, and ethical considerations in education 2024-02-16T23:47:21+00:00 Nitin Rane <p>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.</p> 2024-02-20T00:00:00+00:00 Copyright (c) 2024 TESOL and Technology Studies Enhancing Teaching through ICT Integration: Insights from Moroccan University English Language Professors 2023-11-22T21:04:56+00:00 Youssouf Laabidi <p>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.</p> 2024-02-22T00:00:00+00:00 Copyright (c) 2024 TESOL and Technology Studies Aligned ICTs to the CEFR in the Cuban foreign language teaching program. 2024-02-22T20:52:36+00:00 Denis Raúl Cardoso Rodríguez <p>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.</p> <p>&nbsp;</p> 2024-02-23T00:00:00+00:00 Copyright (c) 2024 TESOL and Technology Studies