TESOL and Technology Studies https://sabapub.com/index.php/tts <p>Journal of TESOL and Technology Studies is a peer-reviewed international journal, published by Saba Publishing. The aim of the journal is to provide a venue for academicians, researchers, and practitioners in the area of English language teaching and learning to share their theories, models, views, research results, and classroom practices for the benefit of all. All articles in this journal are published in English.</p> <p><strong>Editor in Chief: <a href="https://www.scopus.com/authid/detail.uri?authorId=35791372800" target="_blank" rel="noopener">Prof. Dr. Norizan Abdul Razak</a></strong><br /><strong>ISSN (online)</strong>: <a href="https://portal.issn.org/resource/ISSN/2709-6696" target="_blank" rel="noopener">2709-6696</a><br /><strong>Frequency:</strong> Quarterly</p> SABA Publishing en-US TESOL and Technology Studies 2709-6696 Factors Affecting the Application of Communicative Language Teaching CLT in Syrian Schools https://sabapub.com/index.php/tts/article/view/143 <p>The main purpose of CLT is to help EFL learners to communicate with other English<br />language speakers. Practicing speaking and communication is limited in Syrian educational<br />institutions. Hence, to improve the communicative skills of learners, the CLT approach of the teachinglearning process is highly recommended. The study aims to identify the challenges that negatively affect the valid application of CLT in Syrian public schools in Aleppo governance. The study employed a fully quantitative research design. A survey questionnaire was used as a data collection instrument. A number of 50 English language teachers from 25 schools were randomly selected. The collected data were analysed descriptively using SPSS (25) software. Teachers despite their awareness of the importance of CLT, faced many challenges. The results showed four types of challenges namely; teachers-related challenges: lack of training, lack of authentic materials, lack of English cultural knowledge. Students related challenges: low proficiency, passive learning style, lack of motivation. Education system-related challenges: lack of support, too large classes, unsuitable curriculum. Finally, CLT related challenges: lack of effective and efficient assessment instrument, lack of teaching materials. The study provided a comprehensive approach towards better implementation of CLT in the EFL context. Implications and recommendations were discussed in light of the findings.</p> moustafa armnazi Hussien Alakrash Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-29 2021-03-29 2 1 1 14 10.48185/tts.v2i1.143 Analysis of Translation Mistakes of Compound Nouns from English into Arabic among Yemeni University EFL Students https://sabapub.com/index.php/tts/article/view/165 <p>The present study is devoted to the discussion on errors of English translation into Arabic with special reference to English compound nouns. The study is confined to the students of the Department of English, Faculty of education, Hodeidah University, Yemen as they face various difficulties and commit errors while translating English compound nouns into Arabic and vice versa. The researcher aims at examining multiple factors responsible for this state of affairs and make pedagogical suggestions to improve teaching and learning and thereby helping in the process of translation. For this study, the researcher has collected the data by conducting the test of 40 students of I to IV level, Department of English, Hodeidah University, Yemen. The test consists of one question having three items and each item has five words. In findings, the researcher concludes that the students face various difficulties and obstacles in the process of translating English compounds into Arabic. Moreover, they commit a number of mistakes while translating English compounds. </p> ebtissam ezzy Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-29 2021-03-29 2 1 15 24 10.48185/tts.v2i1.165 University ESL Instructors’ Reflections on the Use of Blended Learning in their Classrooms https://sabapub.com/index.php/tts/article/view/117 <p>Blended learning has been adopted in many universities worldwide since it combines the advantages of both online learning and face to face instruction. In this paper, the researcher reports on the quantitative segment of a mixed-methods case study that was conducted in a public university in Malaysia with the aim of investigating the ESL instructors’ reflections on the implementation of blended learning in their English language classrooms. More specifically, the researcher was interested in identifying the factors that enhance the implementation of blended learning and the challenges that seem to hinder an effective blended learning environment. &nbsp;&nbsp;The quantitative data of the study were collected by a survey questionnaire, which was distributed to at least 30 English language instructors. Nineteen instructors responded to the questionnaire, and the data were analyzed by descriptive statistics via the statistical package for social science (SPSS). Findings show that while experience with technology and positive attitudes towards technology were identified as main factors enhancing the implementation of blended learning; workload and technological infrastructure were found to be the major challenges. The study signifies the need to address technology and workload related issues in order to effectively implement blended learning to promote ELT at tertiary level. &nbsp;</p> Said Ibrahim Fauziah Ismail Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-29 2021-03-29 2 1 25 35 10.48185/tts.v2i1.117 The Challenges of Functional Adult Literacy: A Descriptive Study on EFL Learners in Beqaa District https://sabapub.com/index.php/tts/article/view/166 <p>The world witnesses a rapid change as a result of the technological revolution that<br />shapes people's daily lives. This new lifestyle demands from 21st-century students new skills such as communication, collaboration, critical thinking, and computer skills. However, it is noticeable that literate people in Lebanon lack these skills which hinder their success at the professional and social levels. In this way, functional literacy is needed to help the literate to read, write, do calculations, and solve technical problems in the social and professional context. Therefore, this research conducted descriptive research on 100 EFL literate in the Beqaa using a questionnaire and a poll to test functional literacy level and to determine the challenges that prevent adult literates to act as functional literate in the 21st-century. The results affirmed that nearly half of EFL adult literates in the Beqaa district can act as functional literates, but the majority of them are at the intermediate level. The results also revealed that they need more improvements regarding developing English skills, technological skills, and numeracy skills. Thus, it is recommended to design training courses that develop functional adult literacy skills by presenting them in a procedure that depends on promoting communication, collaboration, critical thinking, and computer skills so that that the adult learners can substitute the gaps they missed in their educational systems and contribute in the sustainable development of the society</p> Eman Saleh Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-29 2021-03-29 2 1 36 48 10.48185/tts.v2i1.166 PERCEPTION OF STUDENTS FROM BTESL TOWARDS ENHANCING VOCABULARY THROUGH SOCIAL MEDIA IN MSU https://sabapub.com/index.php/tts/article/view/174 <p>Vocabulary is fundamental and one of the important components in acquiring a second language. The implementation of various platforms and applications in carrying a lesson is another way or substitute towards enhancing the students’ vocabulary knowledge. The current study aims to investigate the perceptions of students from Bachelor in Teaching English as a Second Language (BTESL) towards Enhancing Vocabulary through Social Media in Management and Science University (MSU), Malaysia. Another aim of this study is to examine the differences in the perceptions of the BTESL students towards enhancing vocabulary through social media according to the year of study. This research involves 263 BTESL students consisting of 78.1% of Female respondents and 21.9% of Male respondents. A quantitative research was used in this study by using a survey method for the data collection. The questionnaire was created after reviewing the existing related literature and the draft was given to the experts in the field of Linguistics. The data was tabulated in the SPSS software and it was interpreted through descriptive analysis. The findings affirm that majority of the students view enhancing vocabulary through social media positively and it was observed that there are differences in the students’ perceptions according to the year of study. Thus, this study provides pedagogic implications to foster the teaching and learning processes based on the 21st Century learning.</p> Mohammad Ali Al-Saggaf Tharshana Prabakaran Ali Hadi Al-Aidaros Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-29 2021-03-29 2 1 49 64 10.48185/tts.v2i1.174 The Level of Community of Inquiry (CoI) Presences in Online Classes among MSU BTESL Students https://sabapub.com/index.php/tts/article/view/175 <p style="text-align: justify; line-height: 150%;"><span lang="EN-MY">Community of Inquiry (CoI) is a framework that acknowledges the importance of the environment in shaping the educational experience. According to this framework, teaching, social, and cognitive presences are essential for an optimal online learning experience. The purpose of this study is to identify the level of each of these presences in online classes among Management and Science University (MSU) Bachelor in Education – TESL (Hons). The instrument used for the research tool was adapted from the original CoI framework survey, (Arbaugh et al, 2008). The questionnaire consists of 20 items; six items for teaching presence, another six items for social presence and eight items for the cognitive presence. 263 students who are currently doing the programme participated in the study. The findings concluded that, all three presences are present in high or strong level in online classes among MSU BTESL students with the most substantial presence in online classes among MSU BTESL students being the cognitive presence, followed by the teaching presence and lastly the social presence. </span></p> Mohammad Ali Al-Saggaf Amierah Syazwaniey Rosli Copyright (c) 2021 TESOL and Technology Studies https://creativecommons.org/licenses/by/4.0 2021-03-30 2021-03-30 2 1 65 78 10.48185/tts.v2i1.175