The research aimed to examine the state of Yemeni English major students’ knowledge of Internet-assisted language learning (IALL). Two types of knowledge were assessed, i.e. subjective knowledge and objective knowledge. The study also sought to examine differences in these two types of knowledge among students by gender and discipline of study, and whether subjective knowledge and objective knowledge were significantly correlated. Simple random sampling was used to select a sample of 598 English language students from education- and non-education study programs of a Yemeni public university during the 2017 academic year. Data were collected using two separate instruments: a self-developed IALL questionnaire for objective knowledge, and an adapted subjective knowledge scale. Descriptive statistics, independent-samples t-tests and bivariate correlation were carried out with SPSS software Version 24. The results show a moderate level of perceived IALL knowledge, but lower levels of actual knowledge on various aspects of IALL, particularly with respect to tools mostly used for oral language practices, such as Skype, Busuu.com, Live Mocha and SharedLingo. Gender influenced perceived knowledge – with female students reporting significantly higher knowledge levels – but not objective knowledge, while discipline of study influenced both knowledge types in favor of students pursuing non-education degree programs. A significant but inverse relationship was discovered between subjective and objective knowledge. The results emphasize the need to start focusing on adopting IALL tools by English learners in universities across Yemen. Keywords: Internet-assisted language learning, IALL tools and resources, perceived knowledge, objective knowledge, Yemeni university students
The relationship between participatory decision-making (PDM) and job satisfaction (JS) has attracted the attention of researchers not only in the field of business industries but also education sector. However, the issue has not been given noteworthy priority in educational administration research let alone in Islamic tertiary institution context. Thus, the purpose of this study is threefold: 1) to validate the psychometric properties of administrative staff’s PDM and JS constructs, 2) to examine the degree of influence of administrative staff’s PDM on their JS, and 3) test the moderating role of staff’s working experience on the influence of PDM on JS. Using a quantitative survey approach, data were collected from 255 administrative staff working in different faculties, divisions, and centers of International Islamic University Malaysia (IIUM). The study employed co-variance-based SEM by using AMOS version 24 in order to achieve the objectives. First, Confirmatory Factor Analysis (CFA) was employed to test the psychometric properties (such as convergent validity, divergent validity, and reliability) for both PDM and JS. Second, a Full-Fledged SEM was conducted to test the influence of PDM on JS. Finally, to examine the moderating effect of the staff working experience in the relationship between PDM and JST, a multi-group analysis (MGA) was applied. The results confirmed that the multidimensional hypothesized model of PDM and JS were empirically valid and reliable. The results also revealed a statistically significant impact for PDM on JS. Besides, the working experience was found to have a moderating role in the effect of PDM on JS. The study suggests that administrative staff involvement in decision making process is highly required as it increases their job satisfaction.
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