<p>This study aimed at revealing teaching English as a foreign language (TEFL) professors' eLearning experiences during the Covid 19 pandemic in the Gaza Strip higher education institutions. For this end, the researcher designed a (20) open-ended questions questionnaires to be completed by (32) TEFL professors in (8) Palestinian higher education institutions. Results showed that TEFL professors need training to develop their skills in designing, developing and drawing action plan for TEFL e-courses that achieve the objectives of foreign language teaching\ learning. Palestinian TEFL professors spent (4- 7) hours daily preparing, meeting, guiding, helping and facilitating learning by using different eLearning programs and network social media such as Moodle, Google classroom, Zoom, WhatsApp and Facebook. They adopted different teaching methods as well as different types of evaluation and following up in order to measure the objectives achievement; however, they neglected developing thinking and real life skills. The most challenges for both TEFL professors and learners were insufficient knowledge about eLearning and technical problems. TEFL professors action plan was focused on reducing the number of activities and drawing clear procedures with all the needed tools and activities for each objective in the course. Based on the findings, the researcher recommends that higher education institutions should provide training courses in the field of eLearning for both learners and professors, prepare a guide for designing and developing e-courses and provide professional technicians for maintenance of equipment and should regularly fix various technical malfunctions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>

This study examines the effect of selfie video reflection, model lesson video reflection, and peer-coaching relating to model lesson videos and selfie videos on TEFL student-teachers' receptive skills teaching practices. An observation checklist of (11) teaching practices was used by the participants during reflection. Four groups of (6) participants carried out two practice teaching days each week for three months and met with the researcher monthly. The first group recorded their lessons and reflected on them. The second watched model lesson videos and reflected on the teacher's performance. The third watched videos of model lessons, reflecting on them with peers, as well as recording their practice teaching and reflecting on their performance with peers. The fourth received only educational supervisors' and mentor teachers' feedback. The results reveal that the use of peer coaching with the model lesson and self-recorded videos enhances teaching practices relating to receptive skills.

This research was conducted to suggest a set of WhatsApp activities to enhance pedagogical knowledge and classroom practices that can be used in TEFL courses and to explore student-teachers&#39; reflection towards the use of WhatsApp and the suggested activities. By reviewing related literature of using social networks and WhatsApp and though interviewing (9) TEFL instructors and (17) TEFL student-teachers, the researcher was able to suggest several activities that were used effectively in TEFL courses. These activities are: (1) reading materials (2) prediction ideas to get interest for the next lecture (3) videos (4) questions for flip classes or reviewing questions or proposing a problem to solve (5) open discussion topics or reflection on the lecture. A set of bases for using WhatsApp activities such as: posting clear content and having clear instructions for doing the activity, meeting FL student-teachers&#39; language level or little higher language level, and not overloading TEFL student-teachers was presented. A group of (104) TEFL student-teachers from the faculty of education at Al-Azhar University-Gaza completed the following three reflection questions: what are the benefits of using WhatsApp and the suggested activities? What are the disadvantages of using WhatsApp and the suggested activities? What are the recommendations for improving the usage of WhatsApp applications and the suggested activities? Their responses were analysed qualitatively and quantitatively. The most common benefits were classified under (a.) pedagogical knowledge (b.) classroom practices (c.) review and evaluation (quizzes or tests) (d.) course requirements. On the other hand, the mentioned disadvantages were classified as (a.) technical and security problems (b.) communication problems.

Purpose of Study: The current study aimed at revealing the integration of information and communications technology (ICT) in EFL/ESL teachers' training and self-efficacy beliefs as perceived by trainers. A group of (64) trainers from different countries (Palestine, UK, USA, Iran, Lebanon, Yemen, Iraq) completed the two instruments of the study. Methodology: The first instrument was a survey of the actuality of ICT integration in the training; it comprises (47) items distributed into nine domains, i.e.  PowerPoint, Facebook, Wiki, YouTube, Blogs, Email, Google, Mobile, and Platform\E-course. The second instrument was a self-efficacy scale which consists of (14) items. The results of trainers' responses revealed that Emails, Mobile, and Google are often used with relative weights (%78.59, %68.13, and %68.02) respectively, whereas Wikis were never used i.e. relative weight (%28.96). The differences in integrating ICTs between male and female trainers were statistically insignificant. Furthermore, there were no statistically significant differences due to the respondents' period of experience. Results: The results also showed that there were no statistically significant differences in the respondents' integration of ICT due to country of origin. The trainers' self-efficacy wobbles between 66.88 and 58.13 with a total of 61.70, which is moderate. Based on the study findings, the researchers recommend arousing trainers and trainees' awareness regarding integrating more ICTs in their training courses and encouraging them to try the different ICTs which make it easier for trainees to grasp the training material.

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