TESOL and Technology Studies

Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students

Sarah Houssami, Driss Benattabou — Sun, 09 Jun 2024 00:00:00 +0000

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.

Leading-edge Metaverse in education: framework, applications, challenges, and future development

Nitin Rane, Saurabh Choudhary , Jayesh Rane — Sun, 09 Jun 2024 00:00:00 +0000

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.

The Adoption of Digital Game-Based Learning (DGBL) and EFL Students' Motivation and Attitude towards Learning English: A Correlational Study

Behrang Mohammad-Salehi, Mohammad Kazemian — Thu, 05 Dec 2024 00:00:00 +0000

The purpose of the current correlational study was to determine whether any significant relationship exists between Iranian EFL university students' adoption of DGBL and their motivation for learning English within the framework of the Technology Acceptance Model (TAM). The study also sought to examine the EFL students' attitudes towards DGBL. To this end, eighty-six EFL students were selected from a university in Iran. Questionnaires were distributed to all participants by providing them with a link to answer the items via social media. Spearman correlation and descriptive statistics were used to analyze the data. The results showed that there was a statistically significant and positive relationship between the adoption of DGBL and motivation for learning English among Iranian EFL students. The findings also indicated that the positive attitudes of EFL students towards DGBL. They agreed on several benefits of digital games, including delivering active learning, accomplishing learning tasks, helping students gain control over their learning process, assisting students in understanding English better, recalling information more efficiently, allowing comfortable self-expression, and attracting greater student attention. The results of the current research could aid teachers in developing their professional skills by showing that spending time on digital gameplay may encourage them to render teaching and learning more effectively.

Bridging the Gap: The Need for a Specialized English Curriculum for Mechanical Engineering Students at ENSEM Engineering School, Hassan II University

Mouhssin AIT EL MOUDEN, Moulay Sadik MALIKI — Sat, 21 Dec 2024 00:00:00 +0000

The "Business English and Soft Skills" course at ENSEM Engineering school, Hassan II University aims to enhance general language proficiency but fails to meet the specific linguistic needs of mechanical engineering students. This study identifies a critical gap in the curriculum, which prioritizes business communication and soft skills while overlooking technical vocabulary, genre-specific communication, and technical writing essential for engineering contexts. Through a mixed-methods approach combining content analysis, teaching observations, and needs assessment, this research highlights the misalignment between the course objectives and the professional demands of mechanical engineering. The findings underscore the necessity of a specialized English for Specific Purposes (ESP) curriculum tailored to engineering students, focusing on technical vocabulary, precise writing, and effective oral communication in technical contexts. The study advocates for adopting a genre-based pedagogical approach to bridge this gap, equipping ENSEM graduates with the linguistic competencies required to excel in the global engineering industry.