Structural Equation Modelling To Investigate English Teachers’ Attitude towards Using Technology-Mediated Learning in Saudi Arabian Public Schools
| العنوان بلغة أخرى: |
استخدام نموذج المعادلة البنائية للتحقق من اتجاهات معلمي اللغة الإنجليزية تجاه التعليم بواسطة التكنولوجيا في مدارس التعليم العام في المملكة العربية السعودية |
|---|---|
| المصدر: | مجلة جامعة طيبة للعلوم التربوية |
| الناشر: | جامعة طيبة - كلية التربية |
| المؤلف الرئيسي: | العنزي، عبدالحميد بن راكان (مؤلف) |
| المجلد/العدد: | س13, ع1 |
| محكمة: | نعم |
| الدولة: |
السعودية |
| التاريخ الميلادي: |
2018
|
| الشهر: | ابريل |
| الصفحات: | 107 - 118 |
| ISSN: |
1658-3663 |
| رقم MD: | 994735 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
التعلم بواسطة التكنولوجيا | تقنية المعلومات والاتصالات | اتجاهات معلمي اللغة الانجليزية | Technology-Mediated Learning (TML) | Information and Communication Technology (ICT) | English Teachers’ Attitude
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| رابط المحتوى: |
عدد مرات التحميل
21
| المستخلص: |
The objective of this research has been to determine English teachers’ attitude towards using technology-mediated learning. For this purpose, an extensive survey of literature was carried out and four significant variables; namely, technological competence, ICT self-efficacy, management support and ICT training, were selected for detailed analysis. Structural Equation Modelling (SEM) was utilized, besides SPSS, for analysis. A total of 103 English teachers, from different levels of public schools (elementary, intermediate and high schools) in two regions; namely, Aljouf and Northern Border in the Kingdom of Saudi Arabia, were selected for participation in this research. The research was conducted during the second semester of 2017. This was achieved by quantitative methodology, the main instrument of analysis being the structural equation modelling. A survey was carried out in line with the procedures contained in the literature, to elicit the attitude of English teachers towards using Technology- Mediated Learning (TML) and understand the ways in which certain factors; technological competence, ICT self–efficacy, management support and ICT Training, affect their attitude. The research findings revealed that all the examined variables are significantly and positively related to English teachers’ attitude towards using technology-mediated learning and the outcome of the survey shows that the outlook of English teachers is greatly impacted by all these variables. |
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| ISSN: |
1658-3663 |
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