E-learning in a Jordanian higher education institution.

This study seeks to understand the current level of e-learning and to investigate the challenges to the successful implementation of e-learning at a major Jordanian higher education institution from the perspectives of faculty members. Analyses of emailed survey data from 157 faculty members showed that the level of faculty knowledge of e-learning was good (M = 3.049) on the 4-point Likert scale. The usage of e-learning by the faculty members was often (M = 3.640) on the 5-point Likert scale. Ratings of the policy and support barriers indicated that Yarmouk University faculty members benefit from the technical support that their departments offer to implement e-learning, but the overall responses to the policy and support barriers were undecided (M = 3.567). Also, overall Yarmouk University faculty members' responses to the infrastructure and resources barriers were undecided (3.482). Attitude item responses showed that Yarmouk University faculty members have positive attitudes and a willingness to implement e-learning in their teaching (M = 3.913). Also, responses showed a degree of satisfaction of faculty members with the development plans and strategies associated with e-learning (M = 3.668). They showed that they did not have obstacles in preparation and development and that they benefited from their plans and strategies. The results showed that there were no differences between males and females on e-learning knowledge, usage, and barriers.

Arabic emphatic consonants as produced by English speakers: An acoustic study.

This study examines the production of emphatic consonants as produced by American L2 learners of Arabic. To this end, 19 participants, 5 native speakers and 14 L2 learners, participated in a production experiment in which they produced monosyllabic CVC pairs that were contrasted in terms of whether the initial consonant was plain or emphatic. The acoustic parameters that were investigated are VOT of voiceless stops, COG of fricatives, and the first three formant frequencies of the target vowels. The results of the native speakers showed that VOT is a reliable acoustic correlate of emphasis in MSA. The results also showed that vowels in the emphatic context have higher F1 and F3 and lower F2. The results showed that the L2 learners produced comparable VOT values to those of native Arabic speakers. Further, L2 learners produced a significantly lower F2 of the vowels in the emphatic context than that in the plain context. Proficiency in Arabic played a role on the F2 measure; the intermediate learners tended to be more native-like than the beginning learners. As for F3, the results of the L2 learners unexpectedly showed that the beginning learners produced a higher F3 in the context of fricatives only. This suggests that the relationship between emphasis and proficiency depends on whether the preceding consonant is a stop or fricative.