Cloud Applications in Language Teaching

Abstract

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.

Pre-Service Teachers’ Inclination Towards the Utilization of Cloud-Based Technologies

“…An analysis by Hermida et al (2022) found that more than half of 99 pre-service teachers regularly used cloud storage, the only media for which all methods of data protection were used. According to Aburezeq and Dweikat (2020), pre-service English teachers considered cloud applications favourably and integrated them successfully. Cloud computing facilitates planned collaboration, interpersonal interaction, and personalized learning (Çakiroglu& Erdemir, 2019).…”