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UNDERGRADUATE MATHEMATICS STUDENTS’ ATTITUDES TOWARD USING E-LEARNING IN SAUDI ARABIAThe main objective of this study was to investigate the attitudes of undergraduate mathematics students in Saudi Arabia towards online mathematics education. Comparisons were made among male, female, underclassmen, and upperclassmen undergraduate mathematics students at the University of Tabuk (UT). Of 161 students enrolled in the mathematics program, 118 mathematics students responded to the survey. The sample consisted of 57 male and 61 female students. A 2 x 2 ANOVA test was used to reveal any statistically significant differences between the various groups based on gender and educational level. The findings showed that underclassmen did not differ significantly from upperclassmen in their attitudes toward online mathematics, male students did not differ significantly from female students in their attitudes toward online mathematics, and there was no significant interaction between educational level and gender in terms of the students’ attitudes toward online mathematics education.
Understanding Non-Native English-Speaking Teachers' Identity Construction and Transformation in the English-Speaking Community: A Closer Look at Past, Present, and FutureBuilding on Kachru‟s (2005) diagram of World Englishes and Norton‟s (2000) theoretical conception of identity, the researcher acknowledges that each Non-Native English Speaking Teacher (NNEST) comes to the English-speaking community with a different variety of Englishes. Each believes in various cultural values and norms, and his or her identity is an ongoing process that can be impacted when he or she is immersed in different contexts. Using a qualitative approach, this study examined the way NNESTs construct their self-perceptions of English Language Teaching (ELT) professionalism based on social and educational experiences in their countries. In addition, the study examined how they reconstruct professional identity depending on current social and educational experiences in an English-speaking country, and how they contribute this newly-constructed sense of professionalism in future ELT practices. Findings revealed participants possessed less awareness of the importance of professional identity in their home countries, but the education offered through Teaching English to Speakers of Other Languages (TESOL) programs in the United States played an essential role in raising this awareness. However, the participants‟ identity was impacted by feelings of inferiority. Most participants never thought that they were as competent as Native English Speaking Teacher‟s (NESTs) in terms of English teaching. Various contributing components, such as self-confidence, expectation, perception, investment, language ideology, and language proficiency played essential roles in the development of each NNEST‟s self-image. Having a TESOL program that provides practicums and social programs that connect NNESTs with NEST‟s and other people in the society where they are studying could impact the dissonance between expectation and reality of an NNEST's educational experience. However, each NNEST retains his or her own right to develop a positive or negative self-image by nurturing an active and open-minded attitude.