EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARDS USING A BLOG-BASED INSTRUCTIONAL STRATEGY IN THE TEACHING PRACTICUM COURSE AT AL-QUDS OPEN UNIVERSITY IN PALESTINE
Published: 25 Aug 2014
Abstract: This research aimed at identifying the attitudes of pre-service teachers of English as a foreign language towards using a blog-based instructional strategy in the Teaching Practicum Course at Al-Quds Open University in Palestine. The population consisted of all (179) EFL pre-service teachers enrolled in the EFL Teaching Practicum Course (5419) in the second semester 2013/2014 at the 21st University branches in the West Bank and Gaza in Palestine. The number of participants was (46) EFL pre-service teachers out of three University regions/branches: North (Jenin), Middle (Ramallah) and South (Hebron & Bethlehem) in the West Bank in Palestine. A questionnaire, which consisted of three main themes and (25) items, was administered to investigate the participants’ attitudes towards the effect of using the blog-based instructional strategy on their: instructional support, development of life-long learning skills and social interaction. The research main hypothesis was: There are no statistically significant differences (α =0.05) in the means scores of Palestinian EFL pre-service teachers’ attitudes towards learning through the blog-based instructional strategy BBIS attributed to the educational /region branch (North, Middle, South).The validity of the tools was verified and the reliability coefficient was (0.91). The results indicated a good degree of positive attitudes towards the blog-based instructional strategy and there were no significant differences in the means scores of the participants’ attitudes towards the blog-based instructional strategy BBIS attributed to the educational region /branch (North, Middle, South).
Keywords: blog-based instructional strategy, efl pre-service teachers, teacher education programs, attitudes
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