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All Journal Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Amani Bouzayenne
Higher Institute of Management of Gabes
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students Amani Bouzayenne
Journal of English as A Foreign Language Teaching and Research Vol. 3 No. 1 (2023): March Volume
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v3i1.1414

Abstract

The outbreak of the COVID-19 pandemic necessitated the transition from in-person instruction to online education. Most students in Tunisia repudiated such sudden transfer. This study, then, probes into factors that impact the online learning experience during the pandemic. Hence, it investigates the effect of affective variables, namely personality traits, on learners' acceptance of online learning in the Tunisian English as a Foreign Language (EFL) formal university context. Additionally, it scrutinizes the relationship between remote learning on the one hand and class level and gender on the other hand. The considered variables are gauged using a Likert-scale response format questionnaire. The subjects are 150 Tunisian EFL university students at the Higher Institute of Applied Studies in Humanities of Gafsa. The data analysis procedures used are the alpha internal consistency coefficient informing about the instrument's reliability and the Spearman Rho correlation, giving insight into the correlations among the study variables. The study found that personality represents a good predictor of learners' acceptance of distance learning. Regarding the class level, no significant correlation was found between this variable and acceptance of online learning. The same insignificant correlation was detected between gender and Internet-based learning. Hence, the study concludes that considering learners' differences is primordial in accounting for the success of EFL online courses.
Teachers’ Perspectives on Flipped Learning: A Study of Secondary School EFL Instruction in Tunisia Amani Bouzayenne
Journal of English as A Foreign Language Teaching and Research Vol. 5 No. 2 (2025): Journal of English as a Foreign Language Teaching and Research (JEFLTR)
Publisher : Magister Program of English Education, Fakultas Keguruan dan Ilmu Pendidikan Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jefltr.v5i2.3617

Abstract

This study investigates Tunisian secondary school EFL teachers’ attitudes toward flipped learning. It explores their perceptions of its effectiveness in promoting learner engagement, language skill development, and autonomy, as well as their views on challenges related to classroom adequacy, workload, and confidence in implementation. A quantitative descriptive design was employed with data collected through a structured questionnaire completed by 33 teachers. Descriptive statistics were presented using pie charts, box plots, and bar charts. Findings reveal that most teachers were familiar with flipped learning and expressed highly positive perceptions of its potential benefits for engagement, skill enhancement, and learner autonomy. However, many regarded it as unsuitable for the secondary school level. Teachers also reported low confidence in applying the method and expressed mixed opinions on its impact on workload. The study concludes that a gap persists between theoretical support for flipped learning and its practical adoption, largely due to contextual and infrastructural constraints. To address this, it recommends targeted professional training, greater access to technological resources, and the implementation of pilot programs to promote sustainable integration.
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