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The Effect of Age on English Professors’ Integration of the New Technologies in Teaching Hicham Laabidi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The integration of computer technologies in teaching has become a vital technique to prepare students to face the challenges of the 21st century. Indeed, today’s education systems have moved from a focus on information transformation through books, blackboards and chalks to a concentration on information processing via technological instruments, mainly computers, smart phones and tablets. Therefore, teachers are required to adopt these new technologies in their teaching practices. However, it is observed that there are several factors affecting teachers’ actual implementation of computer technology in different educational institutions. This paper aims to examine the impact of the age factor on English professors’ use of Information and Communication Technology (ICT) in Moroccan higher institutions. Descriptive analysis of means, and standard deviations were used to analyse the collected data. Also, inferential statistics, especially the ANOVA test, were employed to determine the impact of age on ICT adoptions. The findings revealed that there are statistically significant differences in the means of professors’ age when integrating ICT in instruction, F(3,159)=20.455,p<0.05.

The Impact of Teaching Experience on Professors’ Use of ICTs in the Teaching Process Hicham Laabidi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Technology advancements have made learning more exciting for pupils of all levels. Many studies have shown that using current technology in the classroom benefits both teachers and students. It has fueled their drive to learn more using these new instruments. Thus, schools and other educational institutions have recognized the value of using computers to teach. This paper intends to investigate the influence of teaching experience and teachers’ age on the implementation of ICTs in the classroom. The data were analyzed using descriptive means and standard deviations. To assess the impact of teaching experience on computer use for pedagogical purposes, inferential statistics were used. Based on the independent variable of teaching experience, the results showed statistically significant variations in instructors' usage of new technologies in education., F (4,158) = 20.279, p < 0.05. The current study is highly significant in the sense that it is expected to come up with important findings with regard to the infusion and implementation of information technology in higher education. It provides significant knowledge that can be of great value to both researchers and professors in Morocco and in various parts of the world.

The Impact of Teaching Experience on Professors’ Use of ICTs in the Teaching Process Hicham Laabidi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v2i2.36

Technology advancements have made learning more exciting for pupils of all levels. Many studies have shown that using current technology in the classroom benefits both teachers and students. It has fueled their drive to learn more using these new instruments. Thus, schools and other educational institutions have recognized the value of using computers to teach. This paper intends to investigate the influence of teaching experience and teachers’ age on the implementation of ICTs in the classroom. The data were analyzed using descriptive means and standard deviations. To assess the impact of teaching experience on computer use for pedagogical purposes, inferential statistics were used. Based on the independent variable of teaching experience, the results showed statistically significant variations in instructors' usage of new technologies in education., F (4,158) = 20.279, p < 0.05. The current study is highly significant in the sense that it is expected to come up with important findings with regard to the infusion and implementation of information technology in higher education. It provides significant knowledge that can be of great value to both researchers and professors in Morocco and in various parts of the world.

The Relationship between Teachers’ Level of Use of Critical Thinking and their Attitudes Youssouf Laabidi; Hicham Laabidi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i1.62

The integration of critical thinking within the classroom enhances the educational experience by providing essential support to teachers in executing their responsibilities and fostering an environment where students can acquire knowledge more efficiently. This practice influences both instructional methods employed by teachers and the learning processes of students. In the context of Morocco, the majority of existing research underscores the significance of critical thinking within higher education. However, limited attention has been given to the implementation of critical thinking within Moroccan high schools. A considerable number of high school graduates lack proficient critical thinking abilities. As a result, it is imperative to incorporate critical thinking into education to facilitate the development of students' problem-solving skills and sound decision-making capabilities. This research endeavor seeks to explore whether a statistically noteworthy correlation exists between teachers’ level of use of critical thinking and their attitudes.

Investigating the Relationship between Students’ L2 Grammar Competence and Social Media Use Hicham Laabidi; Soukaina Ouahbi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 4 No. 1 (2023): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v4i1.63

Social media has been gaining popularity in the educational sector recently. Whether scholars support its educational use because of its benefits or whether they reject its use because of the stigma surrounding it, the use of social media has become quite a trend in the educational field. This study investigated the use of social media in relation to the grammatical competence of third year Moulay Ismail University, school of arts and humanities’ English department students. The two variables in question in this study were investigated quantitatively through the use of a survey that consisted of; first a grammatical test to test the students’ grammatical competence and second some statements that students had to answer; the statements were based on a 5 scale Likert scale. The findings of this study showed that the use of social media does influence the grammatical competence of Moroccan learners. Moreover, the different statistical tests proved that the two variables have a significant relationship.

Moroccan EFL Students' and Teachers' Readiness for Multicultural Education Wiame El Houari; Hicham Laabidi
TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 5 No. 2 (2025): TRANS-KATA: Journal of Language, Literature, Culture, and Education
Publisher : TRANSBAHASA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54923/jllce.v5i2.131

This study bridges the gap in the existing literature concerning implementing multicultural education. Examining both students' and teachers' perspectives offers insights into the preparedness of educational stakeholders to embrace multicultural frameworks in EFL settings. The primary aim of this study is to assess the level of readiness for multicultural education among Moroccan EFL students and teachers, and to identify key opportunities and challenges associated with its implementation. A mixed-methods research design was adopted. Quantitative data were collected and analyzed using descriptive statistics through two structured questionnaires administered to 100 EFL students and 70 EFL teachers. Qualitative data was gathered via semi-structured interviews and analyzed thematically to gain deeper insight into teachers' views and experiences in multicultural education. The results were interpreted in a convergent manner to ensure a comprehensive understanding of the research problem. The findings indicated that participants generally had positive perceptions of multicultural education. However, many challenges potentially impede the effective integration of multicultural education within the Moroccan EFL context. Hence, the study presents a set of practical recommendations designed to improve stakeholders' readiness and facilitate their adoption of multicultural practices. This study carries significant implications for students, educators, curriculum developers, and policymakers, as it also opens avenues for future research on multicultural education and its implementation.

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