ADOPTION OF INTERNET ASSISTED LANGUAGE LEARNING (IALL): THE DIFFERENCES AMONG GENDER AND FIELD OF STUDY

The purpose of this study is to identify types of Internet Assisted Language Learning (IALL) tools most frequently used by Yemeni English major students, and to study the gender and discipline differences in this regard. The current study investigates the use of 15 IALL tools, namely YouTube, Facebook, Sharedlingo, Google Translate, Electronic Books, WhatsApp, BBC learning English, Busuu.com, British Council Online Website, Online English Movies, Aljazeera English Online, Skype, Online dictionaries and thesaurus, Podcasts and TOFEL and IELTS online materials. Samples include 724Yemeni English major students, from English departments in the three Faculties in Sanaa University namely Faculty of Education, Faculty of Languages and Faculty of Arts. A 5 Likert Scale checklist was used to collect the data employing simple random sampling. The statistical techniques employed include descriptive statistics (percentage, mean, and standard deviation) as well as the Independent Sample t-test. The research findings point out that the most frequently used IALL tool is Google Translate by WhatsApp, Online dictionaries and thesaurus, and electronic books respectively. Regarding the differences in students’ gender, eight tools show a statistically significant difference while the other 7 tools show no significant difference in scores for males and females students. Regarding students’ majors, seven tools show a statistically significant difference while the other eight tools show no significant difference in scores between education and non-education students. This study makes a contribution by providing empirical evidence about the current adoption of IALL among English major students in Yemen. Educators, as well as the Ministry of Higher Education, could benefit from the outcomes of the present study as an avenue to increase awareness of the current adoption. This process will engender better integration of IALL in the mainstream educational institution in the Yemeni context

اثر الرضا الوظيفي لدى معلمي مدارس التعليم الأساسي، الحلقة الثانية (5-10) بسلطنة عمان = The effect of job satisfaction on organizational commitment among schools’ teachers (5-10) in Oman

هدف هذا البحث إلى اختبار أثر الرضا الوظيفي في الالتزام التنظيمي لدى معلمي مدارس التعليم الاساسي الحلقة الثانية (5-10)بسلطنة عمان ، حيث اعتمد الباحثون في هذة الدراسة المنهج المسحي الوصفي الذي يعد منهجًا ملائمًا لطبيعة هذه الدراسة وأهدافها، وطبقًا لطبيعة الدراسة فقد استخدم الباحث في جمع بيانات هذه البحث المنهج الكمي مستخدما الطريقة المستعرضة (cross-sectional) في جمع بيانات البحث، مسخدما استبانة مكونه من (69) فقرة لجمع البيانات المتعلقة بمتغيرات الدراسة، وتم توزيعها على عينة دراسية بلغ عددها (1000) معلم ومعلمة في سبع محافظات تعليمية بسلطنة عمان، تم اختيارهم باستخدام العينه الطبقة العشوائية، وتمكن الباحث من الحصول هلى (846)استبانة صالحة للتحليل الاحصائي منها (419) معلما، و (427) معلمة، وتم ادخالها في برنامج (24 SPSS Version ) لاجراء التحليلات الزصفية، كما تم استخدام (AMOS Version 24 ) لاجراء التحليل العالمي التوكيدي (CFA ) لتقييم صدق البيانات وثباتها، كما تم استخدام برنامج AMOS لدراسة العلاقات بين متغيرات الدراسة، حيث كشفت نتائج الدراسة عن وجود تأثير مباشر للرضا الوظيفي على الالتزام التنظيمي، كما أظهرت النتائج وجود تأثير تفاعلي لمتغير المؤهل العلمي في العلاقة بين الرضا الوظيفي والالتزام التنظيمي فيما لا يوجد تأثير تفاعلي لمتغيري النوع الاجتماعي وسنوات الخبرة وقد تضمنت الدراسة عددًا من التوصيات والمقترحات للدراسات المستقبلية. **************************************************************************** The aim of this research was to examine the effect of job satisfaction on organizational commitment among teachers’ schools in Oman. The descriptive survey design was adopted in this quantitative study using cross-sectional method to collect data. A five likert-scale questionnaire consisting of (69) items was distributed amongst 1000 teachers in seven educational governorates in Oman. Stratified random sampling was employed to obtain (846) questionnaires, out these 846 participants 419 were males and 427 were males. SPSS version 26 was used to conduct the descriptive analysis, while AMOS (version 24) was used to perform confirmatory factor analysis (CFA) to assess the validity and reliability of this study model. AMOS was also used to examine the relationships between job satisfaction and organizational commitment. The results revealed a significant direct impact of job satisfaction on organizational commitment. It also showed that teachers’ qualification plays the role moderation role between job satisfaction and organizational commitment. However, both teachers’ gender and teaching experience do not exert any moderation effect between job satisfaction and organizational commitment. The study concluded with recommendations and suggestions for future studies

العلاقة بين أساليب المعاملة الأبوية والصحة النفسية لدى طلبة جامعة المرقب في ليبيا = The relationship between parental styles and psychological well-being among undergraduate students at the Al-Marqab University, Libya

هدف هذا البحث إلى التعرف على العلاقة بين أساليب المعاملة الوالدية و مستوى الصحة النفسية لدى طلبة جامعة المرقب ليبيا، حيث تكونت عينة الدارسة من (374) طالباً وطالبة من مختلف التخصصات. وقد تم اتباع المنهج الوصفي التحليلي باستخدام مقياس لأساليب المعاملة الوالدية وتكون من 32 فقرة موزعة على أربعة محاور وهي: الاستقلال، والتسامح، والديمقراطي، والتقبل؛ ومقياس للصحة النفسية ويتكون من 30 فقرة موزعة على خمسة محاور متدرجة تعكس مستوى الصحة النفسية من حيث: القلق، والفوبيا، والوسواس، والاكتئاب، والهستيريا. تم استخدم معامل بيرسون للإرتباط لتحديد العلاقة بين أساليب االمعاملة الوالدية ومستوى الصحة النفسية. وقد وأظهرت نتائج الدراسة وجود علاقة ذات دلالة إحصائية بين أربعة إبعاد لاساليب المعاملة الوالديه (الإستقلال، التسامح، الإستبدادي، التقبل) وبين الصحة النفسية للطلبة المشاركين في الدراسة وفقاً لنتائج معامل الإرتباط بيرسون (0.662، 0.772، ،0.696-، 0.552) على التوالي، وهي قيم دالة إحصائياً عند مستوى الدلال<0.01 ؛ تعكس علاقة طردية (إيجابية) في ثلاثة أبعاد (الإستقلال، التسامح، التقبل)، وعلاقة عكسية بين الأسلوب الاستبدادي والصحة النفسية لدى طلبة الجامعة. من الممكن أن تساهم نتائج هذه الدراسة في تحسين الصحة النفسية لدى طلاب الجامعات مع الأخذ بعين الإعتبار أساليب المعاملة الوالدية. ********************* This study examined the relationship between parental styles and psychological well-being among a sample of 264 undergraduate students at the Al-Marqab University, Libya. Data were collected in a cross-sectional survey that utilized a two-part 62-item questionnaire measuring the study’s two main constructs. The first part comprised 32 items that assessed parental styles on four dimensions, i.e., independence, tolerance, authoritarianism and acceptance. The second part comprised 30 items to measure psychological well-being on five dimensions, i.e., anxiety, phobia, obsession, depression and hysteria. A Pearson correlation analysis, run to examine the relationship between parental styles and psychological well-being, produced statistically significant relationships between the dimensions of parental styles (i.e., independence, tolerance, authoritarianism and acceptance) and students’ psychological well-being. Three parental styles(i.e., independence, tolerance, and acceptance) had a positive relationship with psychological well-being (0.662, 0.772, and 0.552), while authoritarianism had an inverse association with it (-0.696). The findings of this study can be utilized as guidelines in promoting undergraduate students’ psychological well-being, taking into account the varying influences of parental styles on children’s wellness

Influence of participatory decision making on job satisfaction: the moderating effect of staff experience

The relationship between participatory decision-making (PDM) and job satisfaction (JS) has attracted the attention of researchers not only in the field of business industries but also education sector. However, the issue has not been given noteworthy priority in educational administration research let alone in Islamic tertiary institution context. Thus, the purpose of this study is threefold: 1) to validate the psychometric properties of administrative staff’s PDM and JS constructs, 2) to examine the degree of influence of administrative staff’s PDM on their JS, and 3) test the moderating role of staff’s working experience on the influence of PDM on JS. Using a quantitative survey approach, data were collected from 255 administrative staff working in different faculties, divisions, and centers of International Islamic University Malaysia (IIUM). The study employed co-variance-based SEM by using AMOS version 24 in order to achieve the objectives. First, Confirmatory Factor Analysis (CFA) was employed to test the psychometric properties (such as convergent validity, divergent validity, and reliability) for both PDM and JS. Second, a Full-Fledged SEM was conducted to test the influence of PDM on JS. Finally, to examine the moderating effect of the staff working experience in the relationship between PDM and JST, a multi-group analysis (MGA) was applied. The results confirmed that the multidimensional hypothesized model of PDM and JS were empirically valid and reliable. The results also revealed a statistically significant impact for PDM on JS. Besides, the working experience was found to have a moderating role in the effect of PDM on JS. The study suggests that administrative staff involvement in decision making process is highly required as it increases their job satisfaction

التماثل التنظيمي لدى معلمي مدارس التعليم الأساسي في سلطنة عمان:الممارسة والفرق الديمغرافية = Organizational Identification (OI) among basic education school teachers in Oman: prevalence and demographic differences

هدفت الدراسة الى التعرف على مستوى التماثل التنظيمي لدى معلمي مدارس التعليم الاساسي في سلطنة عمان واستقصاء الفروق لبعض المتغيرات الديمغرافية. لتحقيق أهداف الدراسة، تم تبني المنهج الوصفي المسحي واستخدام مقياس مستوى التماثل التنظيمي بعد التأكد من صدقه وثباته. وزع المقياس لعينة طبقية عشوائية تكونت من 846 معلم ومعلمة. تم استخدام الإحصاء الوصفي ( المتوسطات الحسابية والانحرافات المعيارية) لتحديد مستوى التماثل التنظيمي لدى أفراد العينة، وكذلك الإحصاء الاستدلالي (اختبار ت للعينات المستقلة واختبار تحليل التباين الأحادي) لتحديد الفروق الاحصائية ذات الدلالة في مستوى التماثل التنظيمي حسب متغيرات ديموقرافية. وقد أظهرت النتائج أن مستوى التماثل التنظيمي لدى عينة الدراسة مرتفع، و وجود فروق دالة في المستوى يعزى لمتغير النوع الاجتماعي؛ ولم تظهر فروق في مستوى التماثل التنظيمي لمتغيري المؤهل والخبرة، تقدم هذه الدراسة مجموعة من التوصيات لوزارة التربية والتعليم العمانية تهدف إلى تعزيز التماثل التنظيمي لدى معلمي المدارس والذي بدوره سيُساعد في تحسين الاداء المدرسي. ***************************************************** The purpose of the current study was to identify the level of organizational identification (OI) among basic education school teachers in Oman, and to determine if such identification was significantly distinguished by gender, qualification and experience. To achieve these objectives, the study conducted a cross-sectional survey on a stratified sample of 846 teachers. Descriptive statistics (i.e., means and standard deviations) were used to identify the level of organizational identification among the sample, while two inferential analyses (i.e., independent sample t-test and one-way ANOVA) were employed to examine the presence of statistically significant differences in the teachers’ organizational identification based on their demographics. The results showed the prevalence of high levels of organizational identification among the sample with significant gender differences. However, OI did not differ significantly by experience and qualification, as indicated by the one-way ANOVA results. This study gives a series of recommendations to the Omani Ministry of Education to enhance the organizational identification among schools’ teachers which in turn improves the schools’ performance

Gamifying ESL classrooms through Gamified Teaching and learning

Modern trends lead to innovative technologies in education, including the birth of digital and gamified learning or gamification. In English language classrooms, meaningful teaching and learning are significant to developing students' English proficiency, focusing on linguistics and communicative competence. Various language activities and games are employed in lessons to instil anticipation for language learning. However, the concerns are how gamified learning is applied in English as a Second Language (ESL) lessons and the factors assisting students’ meaningful English learning. Therefore, this paper, based on the review of past literature, explores the application of gamification or gamified learning in ESL teaching and learning. Based on the review, the researchers highlighted that motivation, engagement, and competition in learning through a gamification approach could assist students' meaningful ESL learning. It is found that gamification has its own motivation structure to arouse students’ active participation. The elements in games that enhance students’ engagement might improve students’ learning. Although competition naturally arouses students’ participation during ESL lessons, the findings indicated the need to create a safe environment to prevent students from feeling demotivated. This review paper contributes to the literature surrounding gamified ESL lessons