scholarly journals Moroccan High School EFL Teachers’ Attitudes and Anxiety on Using Microsoft Teams Platform

2021 ◽  
Vol 2 (2) ◽  
pp. 29-40
Author(s):  
Adil Youssef Sayeh ◽  
Hassane Razkane
Keyword(s):  
High School ◽  
Rating Scale ◽  
Computer Anxiety ◽  
Public High Schools ◽  
Ministry Of Education ◽  
General Anxiety ◽  
Power And Control ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
And Control

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.

scholarly journals EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students

2016 ◽  
Vol 6 (1) ◽  
pp. 61
Author(s):  
Hanieh Garmabi ◽  
Gholamreza Zareian
Keyword(s):  
High School ◽  
High School Students ◽  
Metacognitive Strategies ◽  
Educational Process ◽  
Influential Factor ◽  
School Students ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teacher's Knowledge

In any educational program, the most influential factor affecting the students’ level of improvement  is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts. 

scholarly journals On the relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT (Teaching Knowledge Test)

2019 ◽  
Vol 7 (1) ◽  
pp. 18-33
Author(s):  
Behnam Noormohammadi
Keyword(s):  
High School ◽  
Significant Relationship ◽  
Teaching Experience ◽  
Structured Interview ◽  
High Achievers ◽  
P Value ◽  
Book Series ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Very High

This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed descriptively and inferentially. Out of the total seventy participants, Twenty five of them scored 3 in their TKT. Out of these 25 participants, two of them were intermediate achievers in the attitudinal questionnaire. Eighteen of them were high achievers and five of them were very high achievers. Also, forty five participants scored 4 in their TKT. Out of these 45 participants, one of them was intermediate achiever, thirty five of them were high achievers and finally nine of them were very high achievers. In order to measure whether Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT are related to each other, the researchers used Pearson Chi 2 and Fisher's Exact and the Pearson chi 2 p-value was 0.516 and the Fisher's exact p-value was 0.642.  Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT.  The analytic study on the scores of the participants revealed the facts that a) the participants had positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’ positive attitudes towards the new text books and their TKT level.Keywords: Iranian, EFL Teachers, Attitude, Textbooks, High School, TKT

scholarly journals Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes, Perceived Competence, and Actual Use

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Hasan Jahanban-Isfahlan ◽  
Nasrin Hadidi Tamjid ◽  
Zohre Seifoori
Keyword(s):  
High School ◽  
Educational Technology ◽  
High School Students ◽  
Computer Technology ◽  
Decisive Role ◽  
Senior High School ◽  
School Students ◽  
Efl Teachers ◽  
Actual Use ◽  
Teachers Attitudes

It goes without saying that technology has influenced virtually all spheres of our lives, and teaching English as a foreign language (EFL) is not an exception to this rule. Also, teachers’ undeniable and decisive role in the integration of technology into teaching is not to be taken a blind eye on. With this in mind, this study explored Iranian high school EFL teachers’ attitudes toward, their perceived competency in, and their actual use of instructional technology in their classrooms. 120 randomly selected junior and senior high school Iranian EFL teachers filled out The Survey of High School EFL Teachers’ Attitudes toward Computer Technology. Over 600 junior and senior high school students filled out Students’ Questionnaire Surveying the Use of Educational Technology by English Teachers in Classrooms. The results indicated that even though Iranian teachers have an overall positive attitude toward (computer) technology, they are not sufficiently competent to use it in their classes, and this lack of competence may be one of the main barriers to the full use of technology in their classes.

scholarly journals Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

2020 ◽  
Author(s):  
Bachir Bouhania
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Field Investigation ◽  
Ministry Of Education ◽  
Negative Attitudes ◽  
Efl Teachers ◽  
Competency Based ◽  
Micro Level ◽  
Teachers Attitudes

After more than seventeen years of implementation (2003) in the Algerian educational system, English as a Foreign Language (EFL) teachers react unexpectedly to the Competency-Based Language Teaching (CBLT). They show resistance and resilience to change via variable attitudes towards CBLT. The paper reports the results of a field investigation carried out in eight secondary schools in Adrar, cultural and administrative capital of the southwest of Algeria. It assesses south Algerian EFL teachers’ attitudes towards CBLT through a questionnaire administered to twenty educators. The most striking answers are the teachers’ negative attitudes and diverging opinions toward its “top-down” implementation. The findings highlight a major issue to the Ministry of Education, the syllabus designers and the teachers at the micro-level, for they impact negatively on the spread and success of CBLT. The paper invites for debates about curricula and pedagogy in Algeria.

scholarly journals Relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT

2017 ◽  
Vol 7 (1) ◽  
pp. 18-33
Author(s):  
Behnam Noormohammadi
Keyword(s):  
High School ◽  
Significant Relationship ◽  
Teaching Experience ◽  
Structured Interview ◽  
P Value ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
English Textbooks ◽  
Teachers Attitudes ◽  
Strongly Agree

Abstract This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed descriptively and inferentially. The results of the Pearson Chi 2 and Fisher's Exact p-value were respectively o.516 and 0.642.  Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT.  The results indicated that a) the participants had positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’ positive attitudes towards the new text books and their TKT level. Keywords: Iranian EFL teachers, attitude, textbooks, TKT.

scholarly journals An Examination Of The Factor Structure Of The Computer Anxiety Rating Scale

2011 ◽  
Vol 1 (4) ◽  
Author(s):  
Douglas Havelka ◽  
Fred Beasley
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Rating Scale ◽  
Computer Anxiety ◽  
Learning Ability ◽  
Computer Usage ◽  
Motivation To Learn ◽  
General Anxiety ◽  
The Stability

This study updates prior research and examines the stability of the factors underlying computer anxiety across time and with a different population of subjects.  A factor analysis revealed four distinct factors in the computer anxiety construct: general anxiety toward computer usage, confidence in learning ability, motivation to learn, and power or control of usage. These results validate prior research that found computer anxiety to be a multi-dimensional construct.

APPLICATION OF MACHINE LEARNING MODELS IN ENROLLMENT AND STUDENT TRAINING AT VIETNAMESE UNIVERSITIES

2020 ◽  
Vol 3 (4) ◽  
pp. 276-287
Author(s):  
The Vinh Tran ◽  
Tran Kim Thanh ◽  
Tran Manh Tuong ◽  
Vu Anh Linh Duy
Keyword(s):  
High School ◽  
Multiple Choice ◽  
High School Graduation ◽  
Education And Training ◽  
Ministry Of Education ◽  
Entrance Exam ◽  
Entrance Exams ◽  
School Graduation ◽  
And Training ◽  
Machine Learning Models

In Vietnam, since 2015, the Ministry of Education and Training of Vietnam has decided to abolish university entrance exams and advocates the use of high school graduation exam results of candidates for admission to go to universities. The 2015 and 2016 exam questions for the Math exam are the essay questions. From 2017 up to now, the Ministry of Education and Training of Vietnam has applied the form of multiple-choice exams for Mathematics in the high school graduation exam. There are many mixed opinions about the impact of this form of examination and admission on the quality of university students. In particular, the switch from the form of essay examination to multiple-choice exams led the entire Vietnam Mathematical Association at that time to send recommendations on continuing to maintain the form of essay examination for mathematics. The purposes of this article are analysis and evaluation the effects of relevant factors on the academic performance of advanced math students of university students, and offer solutions to optimize university entrance exam. The data set was provided by Training Management Department and Training Quality Control and Testing Laboratory of the University of Finance – Marketing. This dataset includes information about math high school graduation test scores, learning process scores (scores assessed by direct instructors), and advanced math course end test scores of 2834 students in courses from 2015 to 2019. Linear and non-linear regression machine learning models were used to solve the tasks given in this article. An analysis of the data was conducted to reveal the advantages and disadvantages of the change in university enrollment of the Vietnamese Ministry of Education and Training. Tools from the Python libraries have been supported and used effectively in the process of solving problems. Through building and surveying the model, there are suggestions and solutions to problems in enrollment and input quality assurance. Specifically, in the preparation of entrance exams, the entrance exam questions should not exceed 61-66 % of multiple choice questions.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

EFEKTIVITAS METODE DEMONSTRASI DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH MENENGAH KEJURUAN PADA PENGAJARAN SISTEM KOLOID

2013 ◽  
Vol 19 (1) ◽  
pp. 28
Author(s):  
Hamda Situmorang ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Abstract Concept ◽  
Vocational High School ◽  
School Students ◽  
Lecture Method ◽  
Colloid System ◽  
Before And After ◽  
The Right ◽  
And Control

Abstract Implementation of demonstration method in the teaching of chemistry is assigned as the right strategy to improve students’ achievement as it is proved that the method can bring an abstract concept to reality in the class. The study is conducted to vocational high school students in SMKN1 Pargetteng getteng Sengkut Pakfak Barat at accademic year 2013. The teaching has been carried out three cycles on the teaching of chemistry topic of colloid system. In the study, the class is divided into two class, experiment class and control class. The demontration method is used to teach students in experimental class while the teaching in control class is conducted with lecture method. Both are evaluated by using multiple choise tests before and after the teaching procedures, and the ability of students to answer the problems are assigned as students’ achievements. The results showed that demonstration method improved students’ achievement in chemistry. The students in experimental class who are taughed with demonstration method (M=19.08±0.74) have higher achievements compare with control class (M=12.91±2.52), and both are significantly different (tcalculation 22.85 > ttable 1.66). The effectivity of demostration method in experimental class (97%) is found higer compare to conventional method in control class (91%).

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