This study aimed to investigate the factors that affect the continuance intention to use technology among English teachers in China, mainly by examining the direct effects of help seeking, interest, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on continuance intention (CI), and the indirect effects the above factors have on continuance intention through self-efficacy. The study sample comprised 459 English language teachers from junior secondary schools in different regions in Western China. A questionnaire that involved the above variables was used, and it was validated using exploratory factor analysis and confirmatory factor analysis. The results revealed significant direct effects of help seeking, effort regulation, growth mindset, facilitating conditions, perceived usefulness, and perceived ease of use on the continuance intention to use technology. However, the results showed that interest did not have a direct effect on the continuance intention to use technology. The findings also demonstrated that growth mindset, interest, effort regulation, help seeking, and perceived usefulness did not indirectly affect the continuance intention to use technology through self-efficacy. Nevertheless, the findings indicated that facilitating conditions and perceived ease of use did have an indirect effect on the continuance intention to use technology through self-efficacy. In light of these findings, some suggestions and recommendations were presented.

Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers’ roles in promoting learner autonomy as well as in the latter’s role in enhancing the learning process. Furthermore, the findings indicated teachers’ desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. The investigation concluded with some suggestions.

General Feedback: The paper discusses an interesting case study about an English teacher's personal growth using transformative learning theory by Mezirow. It is generally well-written and easy to understand. However, there are areas that need impro...

The COVID-19 pandemic accelerated the adoption of online education in Algeria, where e-learning was previously limited. This scoping review synthesizes evidence on the implementation and challenges of online education in Algerian higher education, examining emergency remote teaching methods, perspectives on e-learning platforms, tools, and assessment, and factors influencing teachers’ and students’ attitudes toward online learning. A systematic research was conducted in Scopus, Web of Science, and ASJP databases for studies published between 2020-2025. Following preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews guidelines, 65 studies were included for analysis. The review identified major challenges related to infrastructure, technology, pedagogy, and motivation. Key themes emerged around emergency teaching methods, e-learning platforms and tools, e-assessment, and attitudes toward online learning. Studies revealed a preference for blended approaches and highlighted needs for improved digital infrastructure and skills training. This review provides a comprehensive overview of post-pandemic e-learning implementation and challenges in Algerian higher education, offering crucial insights for policymakers, educators, and researchers seeking to advance remote and blended learning in Algeria.