The Influence of Media Multitasking on Moroccan English as a Foreign Language Teachers’ Reading Habits

Datos Bibliográficos

ID22046462
AutoresKouider Mokhtari (0000-0002-0794-6697, The University of Texas at Tyler, autor de correspondencia), Nirmal Ghimire (0000-0002-2032-1624, University of North Carolina Wilmington), Adil Bentahar (0000-0003-3856-6758, University of Delaware)
Año2025
Volumen15
Número5
Páginas599
Fecha de publicación2025-05-13
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15050599
OpenAlexW4410325759
IdiomaEN
Referencias citadas31

This study examined the impact of media multitasking on the reading habits and practices of 700 Moroccan English as a foreign language (EFL) teachers, utilizing a time-diary survey methodology. The findings reveal that a significant number of teachers engage in media multitasking, particularly watching television and using the Internet, while reading for both academic and recreational purposes. Ordinal logistic regression (OR) analyses showed that school type and specific multitasking activities were significant predictors of the displacement of time spent on reading. Teachers in urban/suburban schools reported higher levels of displacement compared with those in rural areas (OR = 2.23; 95% CI [1.59, 3.14]), while more-experienced teachers (6–10 years) reported less displacement (OR = 0.56; 95% CI [0.39, 0.80]). Watching television “most of the time” while reading was associated with greater displacement for both recreational (OR = 2.61; 95% CI [1.18, 5.79]) and academic reading (OR = 2.64; 95% CI [1.16, 6.06]). Social network showed contrasting associations: significantly lower displacement for recreational reading, but no significant relationship with academic reading displacement. These results suggest that media multitasking has context-dependent effects on teachers’ reading practices, with implications for their professional development and literacy instruction. This study emphasizes the need for targeted interventions to help teachers manage digital distractions and foster focused reading habits in the digital age. Future research should explore the long-term consequences of media multitasking on teachers’ effectiveness and identify strategies to promote engaged reading across diverse educational settings

Cognitive psychology · English as a foreign language · Foreign language · Human multitasking · Linguistics · Mathematics education · Computer Science · Impact of Technology on Adolescents · Psychology · Technology Adoption and User Behaviour · Technology-Enhanced Education Studies