This study aimed to qualitatively investigate the factors that influence teachers' behavioral intention to use mobile technology (BIU) for language teaching employing the original technology acceptance model (TAM) as a framework. Semi-structured interviews were conducted with 28 Arabic and English teachers. The study results revealed that there were several external variables influencing teachers' behavioral intention to use mobile technology. It was also found that participants had mixed levels of perceived ease of use (PEOU), perceived usefulness (PU), and attitude toward use (ATU). Moreover, it was concluded that ATU had a direct impact on BIU and PU was the responsible factor for participants who had a mixed ATU.

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The key aim of this study is to provide an overview of students' and instructors' attitudes and perceptions towards the potential benefits and challenges of summative e-assessment for their writing courses at a UAE university. A mixed method of quantitative and qualitative analysis is used. The findings of the study revealed that a majority of student participants reported reasonable satisfaction with the e-assessment tool in terms of screen layout and background, interface design and ease of use and access. However, they indicated their preference to “pen and paper” exams. Instructor participants identified a number of challenges associated with using summative e-assessment in the writing courses, which would require educational institutions to make changes to promote the success of e-assessment.

This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.

This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.