TESOL and Technology Studies

School Principals’ Attitudes and Level of Technology Integration in Moroccan Public Schools

nour-eddine laouni — Sat, 01 Jul 2023 00:00:00 +0000

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.

Grammar Competence and Writing Performance: A Correlational Study in Higher Education

mahmoud belmekki — Sat, 01 Jul 2023 00:00:00 +0000

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.

Effective Methods of Teaching Foreign Languages Online: A Global View

Neda Kianinezhad — Thu, 10 Aug 2023 00:00:00 +0000

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.

Innovative Pathways to Proficient Writing: Examining Exploratory Practice's Effects

Maysaa Banat — Thu, 10 Aug 2023 00:00:00 +0000

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.