Thesis:

Title : Teaching Quality- English Language Teachers- Literacy Level- Dependence on Cyberspace

The present study aimed to predict the teaching quality of English language teachers based on their level of electronic literacy and the extent of their dependence on cyberspace in foreign language institutes in Sabzevar. The study employed a descriptive-correlational research design. The statistical population consisted of English language teachers working in foreign language institutes in Sabzevar, from whom 375 teachers were selected as the research sample. Data were collected using the Virtual World Questionnaire developed by Lee et al. (2005), an Electronic Literacy Questionnaire, and Seraj’s Teaching Quality Questionnaire (2002). The collected data were analyzed using descriptive statistics, Pearson’s correlation coefficient, and multiple linear regression analysis using the Enter method. The results indicated a significant positive relationship between electronic literacy and teaching quality (r = 0.355, p < 0.001). A significant positive relationship was also found between the extent of dependence on cyberspace and teaching quality (r = 0.361, p < 0.001). The results of multiple regression analysis showed that electronic literacy and dependence on cyberspace simultaneously and significantly predicted teaching quality. The multiple correlation coefficient was 0.423, and the coefficient of determination was 0.179, indicating that the two predictor variables jointly explained 17.9% of the variance in teaching quality. Furthermore, the standardized regression coefficient was 0.246 for electronic literacy and 0.255 for dependence on cyberspace, with both predictors showing statistically significant effects. Overall, the findings highlight the importance of teachers’ ability to use electronic resources and tools effectively and to make purposeful use of cyberspace in enhancing the quality of English language teaching.

Keywords: Keywords: Teaching Quality, Electronic Literacy, Cyberspace, English Language Teachers, Foreign Language Institutes.