Moroccan High School EFL Teachers’ Attitudes and Anxiety on Using Microsoft Teams Platform

Abstract

The world has witnessed major changes in delivery modes in education due to the COVID-19 pandemic. Being no exception, Morocco declared a full lockdown in March 2020, and this resulted in the use of online platforms to cope with the new situation. The platform that was adopted by the Moroccan Ministry of Education was Microsoft Teams (MT). Hence, the current paper investigated Moroccan high school EFL teachers’ use of the platform accounting for their age, gender, anxiety, and attitudes towards the platform. For this aim, a questionnaire adapted from Computer Anxiety Rating Scale (CARS) by Heinssen et al. (1987) was distributed to 171 EFL teachers working in different public high schools belonging to the academy of Casablanca/Settat. Results revealed that the participants’ attitudes towards the usability of the platform were negatively associated with their years of experience, and their general anxiety and power and control of the platform negatively affected the time they spent on the platform. The findings imply that anxiety should be taken into consideration as an integral component in further implementation of technology in education.

University Teachers’ Attitudes Towards Distance Learning During COVID-19 Pandemic: Hurdles, Challenges, and Take-away Lessons

“…Teachers' attitudes towards the online teaching experience during the COVID-19 pandemic were also examined. Sayeh and Razkane (2021) examined Moroccan high school EFL teachers' anxiety and attitudes towards Microsoft Teams on their use of the platform. The researchers found that the teachers' levels of anxiety and control of the platform played a significant role in their decision to implement such e-Learning tools in their teaching.…”

“…However, a significant number of the participants showed a negative attitude towards e-Teaching and exhibited high levels of anxiety. As proposed by Sayeh and Razkane (2021), Warschauer (2000), and Ziyad (2016) lowering teachers' anxiety towards the use of e-Learning tools would result in high potential implementation of these tools in their teaching. Our findings also suggested that one of the factors behind this negative attitude was the difficulty to use online platforms.…”

Factors predicting University students’ behavioral intention to use eLearning platforms in the post-pandemic normal: an UTAUT2 approach with ‘Learning Value’

“…Online/eLearning platforms (e.g., learning management systems), among others, enable teaching, sharing of educational resources/materials, and real time synchronous communication between educators and students. For example, they provide both synchronous and asynchronous modes of teaching, thus enabling educators to interact with their students and deliver their lessons (Sayeh & Razkane, 2021 ). The use of electronic media is an essential element of e-learning, which can be accomplished via different technological devices, such as desktop computers, laptops, mobile phones, and virtual environments (Lee et al, 2009 ).…”

Technology-based Formative Assessments Implemented by Secondary School English Teachers During Remote Learning

“…Since feedback is an integral part of formative assessment [18], Microsoft office teams facilitate the English teachers and students to comment on the other's works through the certain channel created by the English teachers during the teaching and learning [39]. In this case, the English teachers can make more organized and efficient tests using Microsoft Teams, where they can also give feedback and see students' grades [40].…”