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The fusion of Information Communication Technology (ICT) and open educational resources (OER) has brought about a transformative wave in global education, elevating both student engagement and academic performance. Despite these positive strides, persistent challenges such as gender-based technology disparities and social factors remain prevalent. The COVID-19 pandemic has acted as a catalyst, accelerating the adoption of OER. This study examined availability and accessibility of open educational resources in distance learning centers in Oyo state A descriptive survey research design was adopted, the study gathered data through a Google Form-based online questionnaire, reaching 500 open educational students across three distance learning centres, 381 valid responses were retained for analysis, which was performed using SPSS software. The findings unveiled that open educational resources were available in distance learning centers, predominantly through e-library platforms. Students possessed access to essential devices and could connect to OER through their centre’s website and free Wi-Fi. A noteworthy negative correlation between resource availability and access was identified. Furthermore, a significant gender-based difference was noted, favouring male students with higher access to OER compared to their female counterparts. The study affirmed the availability of open educational resources in distance learning canters and the students' access to these resources. Recommendations included efforts to enhance availability, improve student access.

Studying a foreign language in a rewarding and motivating atmosphere will create a perfect setting to enhance language proficiency. It appears that course books and class activities are crucial in this context. This experimental research aimed to find the efficacy of supplementary materials designed based on multiple intelligences on learners' attitudes towards classroom activities (enjoyment, engagement, choice, and challenge). To that end, a two-phase study was planned. First, the researchers developed tasks for each lesson of Vision series, the book taught in the high schools of Iran. Then, the experimental groups (N=60) were exposed to the designed tasks and the course book while the control group (N=60) were exposed just to the course book for four months The Babel proficiency test, along with the translated edition of the Students’ Perceptions of Classroom Activities Scale was given to the experimental and control group participants as the pretest and posttest to examine the impact of the developed tasks on their perceptions of classroom activities. The results of multivariate analysis of variance (MANOVA) indicated that the designed tasks had positive and significant effect on the students’ interests, challenge, choice, and joy.

This study examined the impact of auditory input enhancement on the speaking abilities of Iranian EFL learners. Given the importance of speaking in language acquisition and the challenge of limited exposure to spoken English, the study focused on auditory input enhancement—altering intonation and pitch—to improve speaking proficiency. Fifty intermediate-level female learners, aged 18-28, from an English Language institute were selected based on their Oxford Placement Test (OPT) scores. Participants were divided into an experimental group, which received auditory input enhancement, and a control group, which followed traditional methods. Speaking abilities were evaluated with pretests and posttests using the Preliminary English Test (PET). An independent samples t-test analyzed the scores to test the hypothesis. Results indicated a statistically significant improvement in the experimental group's speaking performance compared to the control group, with Cohen's d showing a large effect size. These findings support previous research on input enhancement, underscoring the role of auditory input in focusing learners' attention on linguistic features and enhancing speaking performance. The study suggests that auditory input enhancement could be a valuable tool for EFL teachers and curriculum designers to improve learners' speaking skills.

E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.