• Female teachers' perception of utilizing technology in Social Studies in Saudi public schools.

      Busaeed, Ghada (2015)
      This study aims to obtain an understanding of Saudi teachers' perceptions on technology use in the classroom. In particular, it aims to answer the questions on what the teachers' perceptions are about the effects of technology on their teaching and what difficulties they encounter when using technology. A Likert-scale survey was used to collect data, with the questions divided into three sections, namely questions on the teachers' perceptions on the use of technology in their classes, its impact on the students and teachers, and the challenges that the teachers face with technology. The research involved 32 female teachers from public schools in Saudi Arabia. An analysis of the data through descriptive statistics showed the following mean score for the teachers' perception on technology use: 4.42 (Lessons are more interesting when teachers use technology)…etc. On the other hand, the following is the mean score for the impact of technology use: 4.13 (Able to reinforce and expand on content being taught)…etc. Finally, the following are the mean scores for the challenges that the teachers encountered when using technology: 4.09 (Inefficient time to prepare materials based on technology)…etc. These results imply that the participants have positive perceptions of technology use; that they believe technology use to have a positive impact on their teaching and on the students' learning; and that lack of support from their school administrators are their greatest challenges with using technology in the classroom.
    • What are English Language Learners' Attitudes to NNES Teachers and What are the Advantages and Disadvantages of NNES Teachers?

      Guo, Qiang (State University of New York at Fredonia, 2019-05)
      With the Chinese economy developing, the relationship between China and the world has become stronger and stronger. English as a Second Language (ESL) education plays an important role in China now. There are millions Chinese English Language Learners (ELLs), and their attitudes toward non-Native English Speaking (NNES) teachers influences the prospects of NNES teachers. In this study, I interviewed 10 Chinese ELLs to explore their attitudes toward NNES teachers and the advantages and disadvantages they think regarding studying with NNES teachers. Some of my participants were university students and the rest of them were studying in a private institute. However, all participants had studied with Native English Speaking (NES) for teachers over 3 months. This point is the most distinctive factor of this study. During the interviews, most participants expressed positive attitudes to NNES teachers; nonetheless, when comparing NNES teachers with NES teachers, they chose to study with NES teachers? I used a number of graphic displays to show students’ attitudes toward NNES teachers and the advantages and disadvantages they found through their experiences that studying with NNES teachers. I hope that, through this study, NNES teachers can get an idea of their real status in students’ minds. Moreover, NNES teachers also can get a sense of the kinds of improvements they should try to make during the teaching practice.