Remote online language teaching in a limited resource context during COVID-19: the case of Egypt

Author:

El Ebyary Khaled1ORCID,Shabara Ramy2,Abdelaty Yara3

Affiliation:

1. University of York, York, United Kingdom / Damanhour University, Damanhour, Egypt

2. University of Hertfordshire, New Capital, Egypt

3. Port Said University Port-Said, Egypt

Abstract

This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and intention to use this mode during and after the pandemic. Confirmatory factor analysis was used and revealed that four factors constitute teachers’ perceptions. Results showed that participants have positive perceptions of online teaching, which consequently indicate that they were ready to use online language teaching even after switching back to face-to-face. Demographic data had no statistically significant effect on the participants’ perceptions of enforced online teaching. Teachers identified training needs that show readiness and intention to engage more with this mode of teaching.

Publisher

Research-publishing.net

Reference13 articles.

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3. Cheng, H. (2007). The perceptions of Taiwanese college students toward the English courses using an online course management system. PhD dissertation, Ohio University.

4. Davis, F. (1986). Technology acceptance model for empirically testing new end-user information systems: theory and results. Massachusetts Institute of Technology.

5. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology

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