An Exploration of Yemeni University Students’ Attitudes towards Learning Linguistic Courses Using Google Classroom

Abstract

This research paper intends to investigate the attitudes of Yemeni university students towards using Google Classroom as a learning tool. It also aims to explore any similarities and differences between graduate and undergraduate students and between males and females in terms of their attitudes towards using Google Classroom as a learning tool. This study employed a quantitative approach. One hundred and twenty students of the fourth level of the B.Ed. program and forty students enrolled in the M.Ed. program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study during the academic year 2018/2019. Data were collected using a questionnaire whose analysis revealed a positive attitude towards using Google Classroom as a learning tool. The findings of this study indicated that the highest mean average among the five components of the attitude scale was the Behavioral Engagement (BE) (M= 4.09), followed by Developing Language Skills (M= 4.04) and the Linguistics Confidence (M= 3.92). Finally came the Attitude to Learning Linguistics with Technology (M= 3.76) and the Technology Confidence (M= 3.56). This study concluded that there was a statistically significant difference between the mean of the undergraduate and graduate students towards using Google Classroom as a learning tool in favor of the graduate students. Furthermore, there was no statistically significant difference between male and female students in terms of their attitudes towards using Google Classroom. This study ends with some pedagogical implications and directions for future research studies. Keywords Google classroom, students’ attitudes, gender, linguistics courses

Google Classroom: Malaysian University Students’ Attitudes towards Its Use as Learning Management System

“…One of the main advantages of Google Classroom is that it is free [24]. It has also been shown that Google Classroom can influence students to become independent learners who study on their own [4]; [25]. Heggart and Yoo (2018) [26] found that students strongly agreed to the use of Google Classroom in teaching and learning because they can access the information from the very same source through a variety of devices such as laptops, mobile phones or tablets any time.…”

“…One of the pertinent models commonly used for this purpose is technology acceptance model [16]. Most studies by researchers in the field have shown that users of Google Classroom view its ease of use, usefulness, and helpfulness in a positive way [4]; [17]- [21]. However, studies on Google Classroom involving Malaysian learners are sparse.…”

Google Classroom: Malaysian University Students’ attitudes towards its use as learning management system

“…ICT's integration into educational system has led to positive effects [3]. Classrooms with technology-assisted instructions can make learning and teaching not only more effective but also enjoyable [4]. These classrooms make students more motivated to learn about the subjects [4].…”

“…Classrooms with technology-assisted instructions can make learning and teaching not only more effective but also enjoyable [4]. These classrooms make students more motivated to learn about the subjects [4]. In higher education institutions, classrooms of this nature can contribute towards improved educational quality [5].…”

“…Most studies by researchers in the field have shown that users of Google Classroom view its ease of use, usefulness, and helpfulness in a positive way [4]; [17]- [21]. However, studies on Google Classroom involving Malaysian learners are sparse.…”