مطالب

Technology integration has become increasingly significant in educational contexts, offering promising opportunities for the professional development of teachers, including EFL teachers. This study explored the transformative potential of integrating technology in the professional development of pre-service and in-service EFL teachers in schools, institutes, and universities. The research objective was to examine the impact of technology integration on teachers' anxiety levels and pedagogical practices. Forty-six pre- and in-service teachers (n=23 per group) participated in a comprehensive 10-session professional development program. The procedure included pre-testing the participants for anxiety levels, conducting the program (twice a week; from January to February, 2023), and administering post-tests after a one-semester interval (May, 2023) to assess changes in the teachers’ anxiety levels and pedagogical practices. The quantitative and qualitative findings revealed the compelling benefits of technology integration for the pre-service teachers, as they reported lower anxiety levels and a significant boost in confidence when selecting and utilizing appropriate technological tools, designing engaging digital activities, and effectively managing technology-related challenges. Conversely, the in-service teachers experienced no significant reduction in anxiety. Moreover, they reported fewer advantages from technology integration and tended to adhere to traditional teaching methods, predominantly due to the challenges of altering established instructional strategies. The findings underscore the critical role of prioritizing professional development for in-service teachers, considering their pivotal role in shaping the future landscape of education. Dedicated efforts should be aimed at supporting teachers to integrate technology effectively, foster better teaching practices, and facilitate optimal learning outcomes for EFL students.  

Depuis toujours, la littérature accorde le plus grand intérêt à l'étude de l’environnement et l’écosystème dans l’œuvre littéraire. Cependant, à cette époque, c'est à cause des crises que l’environnement tend de plus en plus à se représenter dans la littérature. De même, la crise écologique fait naître «l’éco-anxiété», un néologisme. Dès lors, «l’éco-anxiété» fait son entrée sur les études interdisciplinaires. L’écocritique comme une méthode d'analyse littéraire interdisciplinaire, accorde le plus grand intérêt à l'étude de l’environnement et de l’écosystème dans l’œuvre littéraire. Par rapport à ce lien étroit, Le Petit Price d’Antoine de Saint-Exupéry, l'un des représentants principaux de l’éco-anxiété, met en relief la crise et l’importance de l’environnement. L’objectif de cette recherche est d'étudier «l’éco-anxiété» du point de vue écocritique. Cette méthode d'analyse littéraire s'impose ainsi pour définir notre démarche de travail. Nous avons également l'intention de montrer la représentation de l’environnement naturel et l’environnement non-naturel (humain). Pour avoir entrepris ce travail de recherche, notre but est de faire, d'une manière novatrice, une analyse littéraire afin d’attirer l’attention du lecteur sur la crise de l’environnement. Ce travail de recherche adressant à tous, rappelle l’importance de la responsabilité environnementale et la protection de l’écosystème.  

Abstract The necessity of using online education during the Coronal virus pandemic and the barriers created by the absence of face-to-face instruction has shifted the researchers’ focus to web-based instruction and assessment. In this regard, an explanatory sequential mixed-methods design was selected to consider the effects of web-based dynamic assessment (DA) on learners' grammar accuracy, autonomy, and attitudes. To this end, a convenient sample of 60 male English as a Foreign Language (EFL) learners was chosen and categorized into two groups of web-based dynamic assessment and a control group. The data collection tools were a pretest and posttest of grammar, a pretest and posttest of autonomy, and a semi-structured interview. The participants were exposed to web-based DA via a designed web based on the level and the students’ needs in grammar, whereas the learners in the control group learned the grammar through the traditional method of instruction. Based on the results of ANCOVA and Mann-Whitney U test, the learners’ grammar accuracy and autonomy mean scores in web-based DA increased compared to those of the control group. In addition, the results of interview showed that the learners had a positive attitude toward web-based dynamic assessment treatment. The results of the semi-structured interview with the experimental group verified the quantitative results. The platform and methods employed in this study suggest encouraging implications for the field of language instruction which will be discussed.