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Digital Teaching Aptitudes and Self-Efficacy of Tunisian Foreign Languages Teachers
Abstract
In this digital age, the educational scene has promoted from the technical advancements and the internet revolution and has witnessed the emergence of new modes of teaching such as online learning, e-learning, and distance learning. These new alternatives are challenging for both teachers and leaners who must acquire a minimum level of digital skills particularly in foreign language virtual lessons owing to the fact that language is the medium and the area of teaching. This study aims to evaluate Tunisian foreign language teachers' online teaching aptitudes and self-efficacy to conduct virtual lessons. It targets 60 teachers from secondary schools and universities who completed a Likert-scale questionnaire to measure their competency in online teaching. The questionnaire is scored on a five-point scale from 1 (strongly disagree) to 5 (strongly agree). The preliminary findings reveal that though the participants typically have high online learning competencies, considerable disparities are marked.
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