Azzeddine Boudouaia | Zhejiang University (original) (raw)
Papers by Azzeddine Boudouaia
Humanities and Social Sciences Communications
Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in languag... more Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Algerian students exploring the main anxiety factors and taking into account their ethnicity, language proficiency, and university major as three key variables. To accomplish these primary objectives, 471 undergraduate university students ranging in age from 19 to 24 years old and majoring in natural sciences, human sciences, and applied sciences were involved. A foreign language anxiety scale comprised of 23 validated items distributed among three factors: communicative anxiety, fear of failure, and negative experiences, was used as the study...
Sustainability
This study aimed to investigate the factors that affect the continuance intention to use technolo... more This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct eff...
Frontiers in Psychology
This study examines the influence of the COVID-19 crisis on academic expectations among internati... more This study examines the influence of the COVID-19 crisis on academic expectations among international students from north-western China. According to past studies, academic expectations are multifaceted, making it critical to test the methods employed to assess this fundamental trait. The outbreak of COVID-19 has resulted in various significant changes in education, which have shifted from traditional to online or mixed formats. As a result, examining international students' academic expectations along with their interactions with adopted technologies is a topic that addresses the current situation and issues. A mixed approach, comprising two different instruments (questionnaire and interview), was followed to achieve this primary objective. While a survey with a questionnaire was undertaken with 551 international students, divided into two groups, ten students were interviewed during and after the lockdowns. The findings revealed that COVID-19 had a significant impact on the ac...
Education Research International
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, a...
Cogent Education
This study examined the effect of e-learning compared to traditional education on student achieve... more This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.
Research in Learning Technology, 2014
This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions o... more This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of onli...
Asia Pacific Journal of Education
The prevalence of the academic learning difficulties: An observation tool, 2021
This study seeks to develop an effective observation tool to determine the prevalence of various ... more This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6-14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.
Learner Autonomy, 2022
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers' beliefs about learner autonomy in the Algerian Middle school setting. is paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. e study deployed a questionnaire in conjunction with an interview for data collection. e questionnaires' data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews' data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the ndings indicate a strong belief in teachers' roles in promoting learner autonomy as well as in the latter's role in enhancing the learning process. Furthermore, the ndings indicated teachers' desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. e investigation concluded with some suggestions.
The decay of traditional education: A case study under covid-19, 2022
This study examined the effect of e-learning compared to traditional education on student achieve... more This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.
Learner Autonomy: Algerian EFL Teachers' Beliefs, 2022
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers' beliefs about learner autonomy in the Algerian Middle school setting. is paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. e study deployed a questionnaire in conjunction with an interview for data collection. e questionnaires' data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews' data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers' roles in promoting learner autonomy as well as in the latter's role in enhancing the learning process. Furthermore, the findings indicated teachers' desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. e investigation concluded with some suggestions.
In higher education, making international students aware of their EI could improve emotional awar... more In higher education, making international students aware of their EI could improve
emotional awareness, adaptability, and functioning, thereby assisting in day-to-day
interactions and adapting to life in a foreign country. Incorporating an Emotional
Intelligence Scale (EIS) could aid in the on boarding of international students. This study
aimed to develop and validate an EIS capable of accurately measuring EI amongst
international students attending a teaching university in Northwest China. The sample
consisted of 482 male and female undergraduate and graduate students ranging in
age from 18 to 40. The multivariate statistical technique was used for data reduction
or factor analysis. Exploratory and confirmatory factor analyses showed that the 24-
item distributed among the four-factor model was a good fit based on the modification
indices. The four factors considered were Understanding and Regulation, Positive
Affect, Optimism, and Utilization. Techniques employed to assess the reliability of the
EIS included Cronbach’s alpha coefficient, test/re-test stability, Composite Reliability
(CR), and Average Variance Extracted (AVE). Of interest, there were no statistically
significant differences between post-graduate/graduate students or different genders.
Findings indicated that the EIS might effectively be employed to measure EI in this
target population.
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) ... more This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa’s (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put
forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment
than male teachers. However, the study reveals no significant differences among the education levels, teaching experiences, and teaching levels of EFL teachers in IS. The suggestion is directed to teachers to find good ways to establish a productive environment that promotes their IS level.
The prevalence of the academic learning difficulties: An observation tool, 2021
This study seeks to develop an effective observation tool to determine the prevalence of various ... more This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6-14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.
This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum ... more This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum reform in Algeria. The specific objectives of the inquiry are to examine teachers' views about EFL curriculum reform relevance and procedures and draw a conclusion from their perspectives. 176 EFL teachers from middle schools in Algeria are chosen to serve as respondents in this research. The requisite data collected through a survey and semi-structured interview. The SPSS (22) programme is used to analyse quantitative data, whereas content analysis is subjected to qualitative data. The study establishes that the majority of teachers consider reform as not relevant to them. The findings also show negative perspectives about procedures undertaken by the government. Hence, the study implies that Algerian teachers' views about the new EFL reform are not in the same boat with the government's intentions and actions. This study recommends that efforts have to be made by the government and other decision-makers to rethink the reform and teachers' needs and motivation.
Humanities and Social Sciences Communications
Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in languag... more Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Algerian students exploring the main anxiety factors and taking into account their ethnicity, language proficiency, and university major as three key variables. To accomplish these primary objectives, 471 undergraduate university students ranging in age from 19 to 24 years old and majoring in natural sciences, human sciences, and applied sciences were involved. A foreign language anxiety scale comprised of 23 validated items distributed among three factors: communicative anxiety, fear of failure, and negative experiences, was used as the study...
Sustainability
This study aimed to investigate the factors that affect the continuance intention to use technolo... more This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct eff...
Frontiers in Psychology
This study examines the influence of the COVID-19 crisis on academic expectations among internati... more This study examines the influence of the COVID-19 crisis on academic expectations among international students from north-western China. According to past studies, academic expectations are multifaceted, making it critical to test the methods employed to assess this fundamental trait. The outbreak of COVID-19 has resulted in various significant changes in education, which have shifted from traditional to online or mixed formats. As a result, examining international students' academic expectations along with their interactions with adopted technologies is a topic that addresses the current situation and issues. A mixed approach, comprising two different instruments (questionnaire and interview), was followed to achieve this primary objective. While a survey with a questionnaire was undertaken with 551 international students, divided into two groups, ten students were interviewed during and after the lockdowns. The findings revealed that COVID-19 had a significant impact on the ac...
Education Research International
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, a...
Cogent Education
This study examined the effect of e-learning compared to traditional education on student achieve... more This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.
Research in Learning Technology, 2014
This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions o... more This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of onli...
Asia Pacific Journal of Education
The prevalence of the academic learning difficulties: An observation tool, 2021
This study seeks to develop an effective observation tool to determine the prevalence of various ... more This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6-14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.
Learner Autonomy, 2022
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers' beliefs about learner autonomy in the Algerian Middle school setting. is paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. e study deployed a questionnaire in conjunction with an interview for data collection. e questionnaires' data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews' data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the ndings indicate a strong belief in teachers' roles in promoting learner autonomy as well as in the latter's role in enhancing the learning process. Furthermore, the ndings indicated teachers' desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. e investigation concluded with some suggestions.
The decay of traditional education: A case study under covid-19, 2022
This study examined the effect of e-learning compared to traditional education on student achieve... more This study examined the effect of e-learning compared to traditional education on student achievement and satisfaction, and to find out if COVID-19 is the first step for creating a society without a school, an online survey was conducted. The study sample consisted of 125 Palestinian bachelor’s degree students from different universities in the Republic of China and the Arab Gulf states. The study took place during the first half of the pandemic’s academic year, from the end of February to the end of August. 2020. The findings revealed that there are no statistically significant differences between the E-learning and traditional learning concerning students’ achievement based demographic variables (university years and scientific specialization), and the student’s satisfaction variable from (teaching staff style, educational programs provided, and quality). The study indicated that e-learning has proven its feasibility during the pandemic, so it should not be excluded and underestimated. Some third world societies still prefer traditional education, but e-learning should be a permanent option that is not limited to times of crisis; Educational institutions should recognize e-learning as a fait accompli, as is the case in many developed countries. This study recommended the necessity of recognizing e-learning and enhancing this style of study by allocating specific budgets and specialized technical and educational cadres. It also recommended adopting a hybrid education pattern by integrating e-learning and F2F education.
Learner Autonomy: Algerian EFL Teachers' Beliefs, 2022
Learner autonomy represents a consumed subject in the realm of English as a foreign language inst... more Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers' beliefs about learner autonomy in the Algerian Middle school setting. is paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. e study deployed a questionnaire in conjunction with an interview for data collection. e questionnaires' data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews' data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers' roles in promoting learner autonomy as well as in the latter's role in enhancing the learning process. Furthermore, the findings indicated teachers' desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. e investigation concluded with some suggestions.
In higher education, making international students aware of their EI could improve emotional awar... more In higher education, making international students aware of their EI could improve
emotional awareness, adaptability, and functioning, thereby assisting in day-to-day
interactions and adapting to life in a foreign country. Incorporating an Emotional
Intelligence Scale (EIS) could aid in the on boarding of international students. This study
aimed to develop and validate an EIS capable of accurately measuring EI amongst
international students attending a teaching university in Northwest China. The sample
consisted of 482 male and female undergraduate and graduate students ranging in
age from 18 to 40. The multivariate statistical technique was used for data reduction
or factor analysis. Exploratory and confirmatory factor analyses showed that the 24-
item distributed among the four-factor model was a good fit based on the modification
indices. The four factors considered were Understanding and Regulation, Positive
Affect, Optimism, and Utilization. Techniques employed to assess the reliability of the
EIS included Cronbach’s alpha coefficient, test/re-test stability, Composite Reliability
(CR), and Average Variance Extracted (AVE). Of interest, there were no statistically
significant differences between post-graduate/graduate students or different genders.
Findings indicated that the EIS might effectively be employed to measure EI in this
target population.
Teachers' ICT implementation is of growing importance in classrooms; currently, technology has be... more Teachers' ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers' practice. e study explores the implication of teachers' competencies on ICT implementation in universities. e empirical literature has established a considerable research gap despite teachers' competencies being critical in ICT implementation. e study presents a university survey in Kenya on 475 teachers exploring the implication of teachers' ICT competencies on ICT implementation and teachers' skills and knowledge. e descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers' competencies and use of software tools, implying that teachers' level of competencies increases as they use and employ software tools when teaching. e chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. e P value is less than the chosen significance level α � 0.05, which checks for independence on the teachers' competencies on ICT implementation. erefore, implying that the null hypothesis was rejected at the 5% level of testing. e conclusion was that there is significant evidence that teachers' competencies significantly influence ICT implementation. erefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.
This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) ... more This paper examines English as a foreign language (EFL) teachers’ intercultural sensitivity (IS) in Algeria. Specifically, it investigates IS level and demographic differences among EFL teachers. Data is gathered quantitatively from a sample of 182 Algerian EFL teachers from middle schools, secondary schools, and universities. Chen and Starosa’s (2000) intercultural sensitivity scale (ISS) is used for data collection. Data entry was carried out with the use of Statistics Packages for the Social Sciences (SPSS) software version 23. The analysis of the results has put
forward some interesting findings. The results demonstrate that among the components of IS the mean value of interaction engagement is the highest, respect for other cultures is the second highest, whereas interaction confidence, interaction enjoyment and interaction attentiveness are relatively the lowest. The findings show significant differences among female and male teachers in the interaction enjoyment dimension, i.e., female EFL teachers have more interaction enjoyment
than male teachers. However, the study reveals no significant differences among the education levels, teaching experiences, and teaching levels of EFL teachers in IS. The suggestion is directed to teachers to find good ways to establish a productive environment that promotes their IS level.
The prevalence of the academic learning difficulties: An observation tool, 2021
This study seeks to develop an effective observation tool to determine the prevalence of various ... more This study seeks to develop an effective observation tool to determine the prevalence of various academic learning difficulties among school students at the primary level in Sana'a City, Yemen. A measure comprising of 34 items has been processed by the EFA and CFA for contriving ALD's psychometric properties. The study sample comprised 714 students between 6-14 years of age. The study's findings revealed that the observation tool under development could measure the prevalence of various academic learning difficulties to a great extent with accuracy. The learning difficulties were classified under five categories based on observation scores. The observed raw scores were standardised after taking the standard deviation from the sample's mean value into consideration. The study's findings suggested that the gender and grade of the subjects affected academic learning difficulties significantly. A brief discussion of the educational implications of these findings has also been presented.
This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum ... more This study investigates teachers' perspectives on English as a Foreign Language (EFL) curriculum reform in Algeria. The specific objectives of the inquiry are to examine teachers' views about EFL curriculum reform relevance and procedures and draw a conclusion from their perspectives. 176 EFL teachers from middle schools in Algeria are chosen to serve as respondents in this research. The requisite data collected through a survey and semi-structured interview. The SPSS (22) programme is used to analyse quantitative data, whereas content analysis is subjected to qualitative data. The study establishes that the majority of teachers consider reform as not relevant to them. The findings also show negative perspectives about procedures undertaken by the government. Hence, the study implies that Algerian teachers' views about the new EFL reform are not in the same boat with the government's intentions and actions. This study recommends that efforts have to be made by the government and other decision-makers to rethink the reform and teachers' needs and motivation.