معوقات استخدام الفصول الافتراضية في تعليم اللغة الإنجليزية للمرحلة الثانوية من وجهة نظر المعلمين والمشرفين التربويين بمحافظة الطائف
This study aims at identifying the organizational, technical and material obstacles that preclude the use of virtual classrooms in teaching English at the secondary stage; recognizing the most important mechanisms for overcoming the obstacles preventing the use of virtual classrooms to teach English at the secondary stage; determining the statistically-significant differences in the study sample concerning the impediments to the use of virtual classrooms; and deciding the most important mechanisms for overcoming the obstacles preventing the use of virtual classrooms to teach English at the secondary stage from the point of view of teachers and educational supervisors at Taif according to the variables of age, educational qualification, number of years of service, and number of training courses. The study problem is stated by the following question: What are the obstacles to use of virtual classrooms to teach English at the secondary stage from the point of view of teachers and educational supervisors at Taif? Several sub-questions follow from the basic former question which have been answered by using the descriptive approach. To identify these constraints, a questionnaire has been prepared. The questionnaire consists of four axes: the first axis, which includes 12 items, is about the organizational obstacles items. The second axis is about the technical obstacles. It includes 11 items. The third axis, which is about the material obstacles, includes 9 items. And the fourth axis, which is about the mechanisms for overcoming these obstacles, includes 13 items. The reliability of the tool is verified based on the reliability of the referees and the internal consistency by using the reliability coefficient (Cronbach's Alpha) which amounted to (0.94). It has been applied to the study sample consisting of 200 teachers and 12 supervisors. The statistical analysis has been carried out by using Statistical Package for the Social Sciences (SPSS), (ONE WAY ANOVA) test, (LSD) test an! d (Mann-Whitney) test. The results of the study shows the following: The general arithmetic average of the sample response in the first axis of the organizational obstacles amounts to (4.13), with a high degree. The general arithmetic average of the sample response in the second axis of the technical obstacles amounts to (4.18), with a high degree. The general arithmetic average of the sample response in the third axis of the material obstacles amounts to (3.88), with a high degree. The general arithmetic average of the sample response in the fourth axis of the mechanisms for overcoming the obstacles precluding the use of the virtual classrooms amounts to (4.42), with a very high degree. In addition, there are some statistically-significant differences in the organizational obstacles, the technical obstacles, the material obstacles as the well as mechanisms for overcoming the obstacles preventing the use of the virtual classrooms in teaching English. (Author's abstract))