Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2022, Cilt: 8 Sayı: 22, 13 - 23, 04.05.2022

Mustafa Elsayed

https://doi.org/10.18768/ijaedu.1068306
Cited By: 1

Öz

Kaynakça

  • Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. 2017. NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Al-Asmari, AM., & Rabb Khan MS (2014). E-learning in Saudi Arabia: Past, present and future, Near and Middle Eastern Journal of Research in Education, 2014(2), 211. http://dx.doi.org/10.5339/nmejre.2014.2.
  • Alelaiwi, A., & Hossain, M. S. (2015). Evaluating and testing user interfaces for e-learning system: blackboard usability testing. Journal of Information Engineering and Applications, 5(1), 23-30.
  • AlHazizi, O. (2020, September 27).The problem of Blackboard and slowness of the Internet troubled university students. Alyoum Newspaper,17271. Retrieved from https://lym.news/a/6279509.
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education, 10 (3) .
  • Aljabre, A. (2012). An exploration of distance learning in Saudi Arabian universities: Current practices and future possibilities. International Journal of Business, Humanities and Technology, 2(2), 131- 137.
  • AlKarani, A. S., & Al Thobaity, A. (2020). Medical Staff Members' Experiences with Blackboard at Taif University, Saudi Arabia. Journal of multidisciplinary healthcare, 13. 1629–1634. https://doi.org/10.2147/JMDH.S287389.
  • Almaqtri, M. A. T. (2014). How effective is e-learning in teaching English?: A case study. Journal of Education and Human Development, 3(2), 647-669.
  • Almelhi, A. A. (2014). Effects on and predictability of computer-mediated glosses in reading comprehension of EFL college students. The Reading Matrix, 14(2), 65-77.
  • Al-Naibi, S. A., Madarsha, K. B., & Ismail, N. A. (2015). Blackboard use by faculty members in the colleges of applied sciences in the Sultanate of Oman. International Journal for Innovation Education and Research, 3(4), 26–40.
  • Al-Nofaie, H. (2020). Saudi University Students’ Perceptions towards Virtual Education During Covid-19 Pandemic: A Case Study of Language Learning via Blackboard. Arab World English Journal,11 (3), 4-20. DOI: https://dx.doi.org/10.24093/awej/vol11no3.1.
  • Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The Influences of Technical Support, Self-Efficacy and Instructional Design on the Usage and Acceptance of LMS: A Comprehensive Review. Turkish Online Journal of Educational Technology-TOJET, 15(2), 116-125.
  • Alshammari, S. H., Bilal Ali, M., & Rosli, M. S. (2018). LMS, CMS and LCMS: The confusion among them. Science International, 30(3), 455-459.
  • Aslanian, C. B., & Clinefelter, D. L. (2012). Online college students 2012: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.
  • Alzahour, A. W. (2013). EFL students’ perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95-110. Blackboard, Inc. (n.d.). About us. Retrieved from http://www.blackboard.com/aboutus/index.aspx
  • Bransford, J. D., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Mind brain, experience and school. Washington, DC: National Academy Press.
  • Brooks, D. C. (2015). ECAR study of faculty and information technology. Research report. Louisville, CO: ECAR. Retrieved from http://www.educause.edu/ecar
  • Chang, C. (2008). Faculty perceptions and utilization of a learning management system in higher education. Doctoral dissertation. Ohio University, USA.
  • Choy, D., Xiao, J., & Iliff, J. (2005). How can technology help improve the quality of Blackboard faculty training and encourage faculty to use Blackboard? In 2005 Annual proceedings-Orlando, Vol. 1, pp. 130.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London and New York: Routledge.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative and mixed-method approaches (2nd ed.). London: SAGE Publications
  • D’Silva, R., & Reeder, K. (2005). Factors that influence faculty members’ uptake and continued use of course management systems. British Journal of Educational Technology, 36(6), 1071–1073.
  • El Miedany, Y. (2019). e-Learning, Adaptive Learning and Mobile Learning Rheumatology Teaching (pp. 235-258): Springer. https://doi.org/10.1007/978-3-319-98213-7_13
  • Fageeh, A., & Mekheimer, M. (2013). Effects of blackboard on EFL academic writing and attitudes. The JALTCALL Journal, 9(2),169-196.
  • Farooq, U. M., Alasmari, A., & Javid, Z. C. (2012). A study of online English language teacher education programmes in distance education context in Pakistan. English Language Teaching, vol. 5(11), 91-103. http://dx.doi.org/10.5539/elt.v5n11p91
  • GarciaBotero, G., Questier, F., Cincinnato, S., He, T., & Zhu, C. (2018). Acceptance and usage of mobile assisted language learning by higher education students. Journal of Computing in Higher Education, 30 (3), 426–451. 10.1007/s12528-018-9177-1.
  • Goss, J. D., & Leinbach, T. R. (1996). Focus groups as alternative research practice: experience with transmigrants in Indonesia. Area, 28(2), 115-123.
  • Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard as an online learning environment: What do teacher education students and staff think? Australian Journal of Teacher Education, 36(7), 1-16. http://dx.doi.org/10.14221/ajte.2011v36n7.4
  • Hoic-Bozic, N., Dlab, M. H., & Mornar, V. (2015). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39-44. doi: 10.1109/TE.2015.2427116
  • Ibrahim, L. K., Mohamed, A. G., Aldhafeeri, F. M., & Alqdah, M. (2019). Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia. Journal of Nursing Education and Practice, 9(5). https://doi.org/10.54 30/jnep.v9n5p64
  • Jackson, P. (1998). Focus group interviews as a methodology. Nurse Researcher, 6(1), 72.
  • Jacob, S. M., & Issac, B. (2008). Mobile technologies and its impact-an analysis in higher education context. International Journal of Interactive Mobile Technologies, 2(1).
  • Kashghari, B., & Asseel, D. (2014). Collaboration and interactivity in EFL learning via blackboard collaborate: A pilot study. A paper presented at the International Conference ICT for Language Learning, 13-14, November 2014.
  • Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face Learning.
  • Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal Education Technology, 50 , 2394–2413. 10.1111/bjet.12833.
  • Khafaga, A.F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities . Journal of Language and Linguistic Studies, 17(Special Issue 2), 1160-1173.
  • Kitoo, S. M. (2020). Residential Faculty Members’ Differential Use of Blackboard Tools: A Case Study.
  • Liaw, S. S. (2008). Investigating students' perceived satisfaction, behavioural intention, and effectiveness of e-learning: A case study of the blackboard system. Computers and Education, 51(2), 864-873. http://dx.doi.org/10.1016/j.compedu.2007.09.005
  • Malikowski, S. R., Thompson, S., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research,36(2), 149-173. http://dx.doi.org/10.2190/1002-1T50-27G2-H3V7
  • Martin, F., Parker, M., & Oyarzun, A. B. (2013). A case study on the adoption and use of synchronous virtual classrooms. The Electronic Journal of e-Learning, 11(2), 124-138.
  • Maslamani, J. A. (2013). Potential integration of a computer-mediated communication platform into the Saudi EFL classroom: A synthetic review. International Journal of Humanities and Social Science, 3(15), 72-87.
  • McLafferty, I. (2004). Focus group interviews as a data collecting strategy. Journal of advanced nursing, 48(2), 187-194. doi: 10.1111/j.1365-2648.2004.03186.x
  • Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, media, and technology, 38(4), 355-367.doi: 10.1080/17439884.2013.783597
  • Mohsen, A. M., & Shafeeq, P. C. (2014). EFL teachers' perceptions on blackboard applications. English Language Teaching, 7(11), 108-118.https://dx.doi.org/10.5539/elt.v7n11p108
  • Munoz, K. D., & Van Duzer, J. (2005). Blackboard vs. Moodle: A comparison of satisfaction with online teaching and learning tools. Available at: http://www.immagic.com/eLibrary/ARCHIVES/GENERAL/HSU_CAUS/H050215M.pdf
  • Muhammad, A., Shaikh, A., Naveed, Q. N., & Qureshi, M. R. N. (2020). Factors Affecting Academic Integrity in E-Learning of Saudi Arabian Universities. An Investigation Using Delphi and AHP. IEEE Access, 8, 16259-16268. https://doi.org/10.1109/access.2020.2967499
  • O'Reilly, K. (2005). Key concepts in ethnography. New York: SAGE Publications.
  • Palloff, R. M. & Pratt, K. (2013). Lessons from the Virtual Classroom (2nd Ed). San Francisco, CA: Jossey-Bass.
  • Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21- 22. doi: https://doi.org/10.1145/950566
  • Shih, Y., Lin, Y., & Yang, M. (2007). The development of an online virtual English classroom: VEC3D. Journal of Information Technology and Applications, 2(2), 61-68.
  • Thalheimer, W. (2008, May). Providing Learners with Feedback—Part 1: Research-based recommendations for training, education, and e-learning. Retrieved January 9, 2021, from http://www.work-learning.com/catalog/
  • UNESCO. (2020) COVID‐19 educational disruption and response. Available online: https://en.unesco.org/covid19/educationresponse. (Accessed on January 3rd 2021)
  • World Health Organization (2020): Coronavirus disease (COVID-2019) situation reports. Available online: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports (Accessed on January 15th 2021)
  • Xin, H., Kempland, M., & Blankson, F. H. (2015). Adaptability and replicability of webfacilitated, hybrid, and online learning in an undergraduate exercise psychology course. Turkish online Journal of Educational Technology-TOJET, 14(1), 19-30.

EXPLORING BENEFITS AND CHALLENGES OF USING BLACKBOARD COLLABORATE AS A REMOTE LEARNING TOOL AMONG QASSIM UNIVERSITY EFL INTENSIVE COURSE PROGRAM STUDENTS DURING COVID-19 PANDEMIC

Yıl 2022, Cilt: 8 Sayı: 22, 13 - 23, 04.05.2022

Mustafa Elsayed

https://doi.org/10.18768/ijaedu.1068306
Cited By: 1

Öz

Due to the outbreak of COVID-19 pandemic, using Blackboard platform as a learning tool has dramatically increased in Saudi universities. Still, learners lack effective knowledge of using Blackboard platform. Accordingly, there is a pressing need to concentrate on using Blackboard platform during the COVID-19 pandemic to improve learning outcomes. Therefore, this study was conducted to explore the benefits and challenges of using Blackboard Collaborate as a learning tool by EFL ICP students during the COVID-19 pandemic. Focus group interviews were used to collect data from a purposive sample of 15 Saudi male ICP students who took part willingly in this study. Inductive thematic analysis was used to analyze the interview data. The findings showed that using Blackboard Collaborate as a learning tool can help the students enhance online cooperative learning, flexible learning in a variety of ways other than traditional classes, having access to a wide range of information for academic purposes and ability to use technology effectively. Additionally, the findings showed that the challenges faced by ICP students include insufficient technical knowledge and training, limited and poor internet connection, inability to upload and download large size files and problems with logging in password. It was intended that this research would be useful to all higher education institutions stakeholders in general. However, with only a few participants, this study was limited to EFL ICP students at Qassim University. Further research may use a quantitative or mixed-method approach to provide generalizable results.

Anahtar Kelimeler

EFL Intensive Course Program, Blackboard Collaborate, COVID-19 Pandemic

Kaynakça

  • Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. 2017. NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.
  • Al-Asmari, AM., & Rabb Khan MS (2014). E-learning in Saudi Arabia: Past, present and future, Near and Middle Eastern Journal of Research in Education, 2014(2), 211. http://dx.doi.org/10.5339/nmejre.2014.2.
  • Alelaiwi, A., & Hossain, M. S. (2015). Evaluating and testing user interfaces for e-learning system: blackboard usability testing. Journal of Information Engineering and Applications, 5(1), 23-30.
  • AlHazizi, O. (2020, September 27).The problem of Blackboard and slowness of the Internet troubled university students. Alyoum Newspaper,17271. Retrieved from https://lym.news/a/6279509.
  • Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education, 10 (3) .
  • Aljabre, A. (2012). An exploration of distance learning in Saudi Arabian universities: Current practices and future possibilities. International Journal of Business, Humanities and Technology, 2(2), 131- 137.
  • AlKarani, A. S., & Al Thobaity, A. (2020). Medical Staff Members' Experiences with Blackboard at Taif University, Saudi Arabia. Journal of multidisciplinary healthcare, 13. 1629–1634. https://doi.org/10.2147/JMDH.S287389.
  • Almaqtri, M. A. T. (2014). How effective is e-learning in teaching English?: A case study. Journal of Education and Human Development, 3(2), 647-669.
  • Almelhi, A. A. (2014). Effects on and predictability of computer-mediated glosses in reading comprehension of EFL college students. The Reading Matrix, 14(2), 65-77.
  • Al-Naibi, S. A., Madarsha, K. B., & Ismail, N. A. (2015). Blackboard use by faculty members in the colleges of applied sciences in the Sultanate of Oman. International Journal for Innovation Education and Research, 3(4), 26–40.
  • Al-Nofaie, H. (2020). Saudi University Students’ Perceptions towards Virtual Education During Covid-19 Pandemic: A Case Study of Language Learning via Blackboard. Arab World English Journal,11 (3), 4-20. DOI: https://dx.doi.org/10.24093/awej/vol11no3.1.
  • Alshammari, S. H., Ali, M. B., & Rosli, M. S. (2016). The Influences of Technical Support, Self-Efficacy and Instructional Design on the Usage and Acceptance of LMS: A Comprehensive Review. Turkish Online Journal of Educational Technology-TOJET, 15(2), 116-125.
  • Alshammari, S. H., Bilal Ali, M., & Rosli, M. S. (2018). LMS, CMS and LCMS: The confusion among them. Science International, 30(3), 455-459.
  • Aslanian, C. B., & Clinefelter, D. L. (2012). Online college students 2012: Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.
  • Alzahour, A. W. (2013). EFL students’ perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement. English Language Teaching, 6(10), 95-110. Blackboard, Inc. (n.d.). About us. Retrieved from http://www.blackboard.com/aboutus/index.aspx
  • Bransford, J. D., Brown, A., & Cocking, R. (Eds.). (1999). How people learn: Mind brain, experience and school. Washington, DC: National Academy Press.
  • Brooks, D. C. (2015). ECAR study of faculty and information technology. Research report. Louisville, CO: ECAR. Retrieved from http://www.educause.edu/ecar
  • Chang, C. (2008). Faculty perceptions and utilization of a learning management system in higher education. Doctoral dissertation. Ohio University, USA.
  • Choy, D., Xiao, J., & Iliff, J. (2005). How can technology help improve the quality of Blackboard faculty training and encourage faculty to use Blackboard? In 2005 Annual proceedings-Orlando, Vol. 1, pp. 130.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London and New York: Routledge.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative and mixed-method approaches (2nd ed.). London: SAGE Publications
  • D’Silva, R., & Reeder, K. (2005). Factors that influence faculty members’ uptake and continued use of course management systems. British Journal of Educational Technology, 36(6), 1071–1073.
  • El Miedany, Y. (2019). e-Learning, Adaptive Learning and Mobile Learning Rheumatology Teaching (pp. 235-258): Springer. https://doi.org/10.1007/978-3-319-98213-7_13
  • Fageeh, A., & Mekheimer, M. (2013). Effects of blackboard on EFL academic writing and attitudes. The JALTCALL Journal, 9(2),169-196.
  • Farooq, U. M., Alasmari, A., & Javid, Z. C. (2012). A study of online English language teacher education programmes in distance education context in Pakistan. English Language Teaching, vol. 5(11), 91-103. http://dx.doi.org/10.5539/elt.v5n11p91
  • GarciaBotero, G., Questier, F., Cincinnato, S., He, T., & Zhu, C. (2018). Acceptance and usage of mobile assisted language learning by higher education students. Journal of Computing in Higher Education, 30 (3), 426–451. 10.1007/s12528-018-9177-1.
  • Goss, J. D., & Leinbach, T. R. (1996). Focus groups as alternative research practice: experience with transmigrants in Indonesia. Area, 28(2), 115-123.
  • Heirdsfield, A., Walker, S., Tambyah, M., & Beutel, D. (2011). Blackboard as an online learning environment: What do teacher education students and staff think? Australian Journal of Teacher Education, 36(7), 1-16. http://dx.doi.org/10.14221/ajte.2011v36n7.4
  • Hoic-Bozic, N., Dlab, M. H., & Mornar, V. (2015). Recommender system and web 2.0 tools to enhance a blended learning model. IEEE Transactions on Education, 59(1), 39-44. doi: 10.1109/TE.2015.2427116
  • Ibrahim, L. K., Mohamed, A. G., Aldhafeeri, F. M., & Alqdah, M. (2019). Faculty members’ perceptions towards utilizing blackboard in teaching system at Hafr Al-Batin University, Saudi Arabia. Journal of Nursing Education and Practice, 9(5). https://doi.org/10.54 30/jnep.v9n5p64
  • Jackson, P. (1998). Focus group interviews as a methodology. Nurse Researcher, 6(1), 72.
  • Jacob, S. M., & Issac, B. (2008). Mobile technologies and its impact-an analysis in higher education context. International Journal of Interactive Mobile Technologies, 2(1).
  • Kashghari, B., & Asseel, D. (2014). Collaboration and interactivity in EFL learning via blackboard collaborate: A pilot study. A paper presented at the International Conference ICT for Language Learning, 13-14, November 2014.
  • Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face Learning.
  • Kemp, A., Palmer, E., & Strelan, P. (2019). A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models. British Journal Education Technology, 50 , 2394–2413. 10.1111/bjet.12833.
  • Khafaga, A.F. (2021). The perception of blackboard collaborate-based instruction by EFL majors/teachers amid COVID-19: A case study of Saudi universities . Journal of Language and Linguistic Studies, 17(Special Issue 2), 1160-1173.
  • Kitoo, S. M. (2020). Residential Faculty Members’ Differential Use of Blackboard Tools: A Case Study.
  • Liaw, S. S. (2008). Investigating students' perceived satisfaction, behavioural intention, and effectiveness of e-learning: A case study of the blackboard system. Computers and Education, 51(2), 864-873. http://dx.doi.org/10.1016/j.compedu.2007.09.005
  • Malikowski, S. R., Thompson, S., & Theis, J. G. (2007). A model for research into course management systems: Bridging technology and learning theory. Journal of Educational Computing Research,36(2), 149-173. http://dx.doi.org/10.2190/1002-1T50-27G2-H3V7
  • Martin, F., Parker, M., & Oyarzun, A. B. (2013). A case study on the adoption and use of synchronous virtual classrooms. The Electronic Journal of e-Learning, 11(2), 124-138.
  • Maslamani, J. A. (2013). Potential integration of a computer-mediated communication platform into the Saudi EFL classroom: A synthetic review. International Journal of Humanities and Social Science, 3(15), 72-87.
  • McLafferty, I. (2004). Focus group interviews as a data collecting strategy. Journal of advanced nursing, 48(2), 187-194. doi: 10.1111/j.1365-2648.2004.03186.x
  • Meyers, E. M., Erickson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: an introduction. Learning, media, and technology, 38(4), 355-367.doi: 10.1080/17439884.2013.783597
  • Mohsen, A. M., & Shafeeq, P. C. (2014). EFL teachers' perceptions on blackboard applications. English Language Teaching, 7(11), 108-118.https://dx.doi.org/10.5539/elt.v7n11p108
  • Munoz, K. D., & Van Duzer, J. (2005). Blackboard vs. Moodle: A comparison of satisfaction with online teaching and learning tools. Available at: http://www.immagic.com/eLibrary/ARCHIVES/GENERAL/HSU_CAUS/H050215M.pdf
  • Muhammad, A., Shaikh, A., Naveed, Q. N., & Qureshi, M. R. N. (2020). Factors Affecting Academic Integrity in E-Learning of Saudi Arabian Universities. An Investigation Using Delphi and AHP. IEEE Access, 8, 16259-16268. https://doi.org/10.1109/access.2020.2967499
  • O'Reilly, K. (2005). Key concepts in ethnography. New York: SAGE Publications.
  • Palloff, R. M. & Pratt, K. (2013). Lessons from the Virtual Classroom (2nd Ed). San Francisco, CA: Jossey-Bass.
  • Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21- 22. doi: https://doi.org/10.1145/950566
  • Shih, Y., Lin, Y., & Yang, M. (2007). The development of an online virtual English classroom: VEC3D. Journal of Information Technology and Applications, 2(2), 61-68.
  • Thalheimer, W. (2008, May). Providing Learners with Feedback—Part 1: Research-based recommendations for training, education, and e-learning. Retrieved January 9, 2021, from http://www.work-learning.com/catalog/
  • UNESCO. (2020) COVID‐19 educational disruption and response. Available online: https://en.unesco.org/covid19/educationresponse. (Accessed on January 3rd 2021)
  • World Health Organization (2020): Coronavirus disease (COVID-2019) situation reports. Available online: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports (Accessed on January 15th 2021)
  • Xin, H., Kempland, M., & Blankson, F. H. (2015). Adaptability and replicability of webfacilitated, hybrid, and online learning in an undergraduate exercise psychology course. Turkish online Journal of Educational Technology-TOJET, 14(1), 19-30.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Mustafa Elsayed

Erken Görünüm Tarihi 4 Mayıs 2022
Yayımlanma Tarihi 4 Mayıs 2022
Gönderilme Tarihi 4 Şubat 2022
Yayımlandığı Sayı Yıl 2022Cilt: 8 Sayı: 22

Kaynak Göster

EndNote Elsayed M (01 Mayıs 2022) EXPLORING BENEFITS AND CHALLENGES OF USING BLACKBOARD COLLABORATE AS A REMOTE LEARNING TOOL AMONG QASSIM UNIVERSITY EFL INTENSIVE COURSE PROGRAM STUDENTS DURING COVID-19 PANDEMIC. IJAEDU- International E-Journal of Advances in Education 8 22 13–23.

Cited By

Benefits and challenges of using LMS in blended learning: Views from EFL teachers and students at a Vietnamese public university
International Journal of TESOL & Education
https://doi.org/10.54855/ijte.23335
 Kapak Resmi İndir

 Published and Sponsored by OCERINT International © 2015 - 2023

Contact: ijaedujournal@hotmail.com

Creative Commons License

International E-Journal of Advances in Education by IJAEDU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Permissions beyond the scope of this license may be available at http://ijaedu.ocerintjournals.org