TESOL and Technology Studies https://www.sabapub.com/index.php/tts <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="https://www.scopus.com/authid/detail.uri?authorId=35791372800" target="_blank" rel="noopener">Prof. Dr. Norizan Abdul Razak</a></strong><br /><strong>ISSN (online)</strong>: <a href="https://portal.issn.org/resource/ISSN/2709-6696" target="_blank" rel="noopener">2709-6696</a><br /><strong>Frequency:</strong> Semiannual</p> SABA Publishing en-US TESOL and Technology Studies 2709-6696 Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students https://www.sabapub.com/index.php/tts/article/view/1194 <p class="abstract"><span lang="EN-US">This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.</span></p> Sarah Houssami Driss Benattabou Copyright (c) 2024 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2024-06-09 2024-06-09 5 2 1 20 10.48185/tts.v5i2.1194 Leading-edge Metaverse in education: framework, applications, challenges, and future development https://www.sabapub.com/index.php/tts/article/view/1002 <p>The incorporation of cutting-edge metaverse technologies into the field of education has emerged as a transformative paradigm, reshaping conventional learning environments and paving the way for novel immersive and interactive educational experiences. This paper undertakes a comprehensive examination of the framework, applications, challenges, and future development prospects of metaverse technologies within the educational domain, focusing on a diverse array of techniques that contribute to the continuous evolution of this innovative educational landscape. The framework analysis delves into the design and implementation strategies that form the foundation of metaverse-based educational platforms. Utilizing augmented reality (AR), virtual reality (VR), and mixed reality (MR), these frameworks strive to create dynamic and captivating learning environments that transcend geographical limitations. The paper explores how these technologies enable realistic simulations, collaborative problem-solving, and experiential learning, thereby fostering a more interactive and participatory educational experience. Case studies and examples illustrate their utilization across disciplines, spanning from science and mathematics to humanities and vocational training. The paper underscores the significance of artificial intelligence (AI) and machine learning (ML) algorithms in tailoring educational content to individual learning styles, thereby enhancing personalization and adaptability within metaverse-based educational systems. Nevertheless, the research also addresses the challenges associated with implementing metaverse technologies in education. Issues such as accessibility, digital equity, and data privacy are discussed, accompanied by considerations for overcoming these challenges to ensure a more inclusive and secure educational landscape. Looking ahead, the paper outlines potential developments in metaverse education, exploring emerging technologies and trends such as blockchain-based credentialing, haptic feedback integration, and the incorporation of the Internet of Things (IoT). The paper acknowledges the diverse techniques contributing to its ongoing evolution, emphasizing the dynamic nature of this transformative educational landscape.</p> Nitin Rane Saurabh Choudhary Jayesh Rane Copyright (c) 2024 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2024-06-09 2024-06-09 5 2 10.48185/tts.v5i2.1002