EFL Teachers’ Views about Technology Integration in English Language Teaching: A Case Study

Furkan Canbay*
School of Foreign Languages, Atatürk University, Turkey.
Periodicity:April - June'2020
DOI : https://doi.org/10.26634/jelt.10.2.16425

Abstract

This study aimed to investigate EFL teachers' views about technology integration in English language teaching. It was a case study carried out in mixed method. The participants were 9 EFL teachers working in a foundation secondary school. 10 open ended questions and TPACK-EFL survey were used in data collection process. The data which were gained from the TPACK-EFL survey were analysed through SPSS 19.0 program. The teachers' TPACK levels were examined with the survey. The data collected by means of open ended questions were coded by the researcher and interpreted in terms of themes. Their opinions, expectations and practices were dealt with by the open ended questions. They were provided an in-service training about using technology for teaching English to young learners to improve themselves. The findings showed that the teachers had a positive view towards technology integration in language education. They included it in some of their teaching applications.

Keywords

EFL Teacher, English Language Teaching, Foreign Language Education, Technology Integration.

How to Cite this Article?

Canbay, F. (2020). EFL Teachers' Views About Technology Integration in English Language Teaching: A Case Study. i-manager's Journal on English Language Teaching, 10(2), 54-63. https://doi.org/10.26634/jelt.10.2.16425

References

[1]. Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373- 398. https://doi.org/10.1016/j.compedu.2004.10.013
[2]. An, Y. J., & Reigeluth, C. (2011). Creating technologyenhanced, learner-centered classrooms: K–12 teachers' beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. https:// doi.org/10.1080/21532974.2011.10784681
[3]. Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi. org/10.1080/09588221.2015.1047456
[4]. Baturay, M. H., Gökçearslan, S., & Sahin, S. (2017). Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies. Informatics in Education, 16(1), 1-23.
[5]. Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?. Computers & Education, 39(4), 395-414. https://doi.org/10.1016/S0360- 1315(02)00075-1
[6]. Baz, E. H. (2016). Attitudes of Turkish EFL Student Teachers towards Technology Use. Turkish Online Journal of Educational Technology-TOJET, 15(2), 1-10.
[7]. Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration?. The Journal of Educational Research, 102(1), 65-75. https:// doi.org/10.3200/JOER.102.1.65-75
[8]. Dawson, C., & Rakes, G. C. (2003). The influence of principals' technology training on the integration of technology into schools. Journal of Research on Technology in Education, 36(1), 29-49. https://doi.org/10. 1080/15391523.2003.10782401
[9]. Dogan, A., & Akbarov, A. (2016). Teachers' Attitudes toward the Usage of Mobile Devices in EFL Classroom. European Journal of Educational Research, 5(1), 11-17.
[10]. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
[11]. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
[12]. Golshan, N., & Tafazoli, D. (2014). Technologyenhanced language learning tools in Iranian EFL context: Frequencies, attitudes and challenges. Procedia-Social and Behavioral Sciences, 136(0), 114-118. https://doi.org/ 10.1016/j.sbspro.2014.05.299
[13]. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
[14]. Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https:// doi.org/10.1177/1558689806298224
[15]. Karami, A. (2019). Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research. i-manager's Journal on English Language Teaching, 9(2), 60 - 70. https://doi.org/10.26634/jelt.9.2.15519
[16]. Lambert, J., & Gong, Y. (2010). 21 century paradigms for pre-service teacher technology preparation. Computers in the Schools, 27(1), 54-70. https://doi.org/10. 1080/07380560903536272
[17]. Lantz-Andersson, A. (2018). Language play in a second language: Social media as contexts for emerging Sociopragmatic competence. Education and Information Technologies, 23(2), 705-724. https://doi.org/10.1007/s 10639-017-9631-0
[18]. Liu, H., Lin, C. H., & Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China. Computer Assisted Language Learning, 30(8), 745-765. https://doi.org/10. 1080/09588221.2017.1347572
[19]. Mathews-Aydinli, J., & Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms. Computer Assisted Language Learning, 23(3), 235-252. https://doi.org/10.1080/09588221003776781
[20]. Mustafina, A. (2016). Teachers' Attitudes toward Technology Integration in a Kazakhstani Secondary School. International Journal of Research in Education and Science, 2(2), 322-332.
[21]. Park, C. N., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers' perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80-101. https://doi.org/10.5172/ijpl.5.2.80
[22]. Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430. https://doi.org/10.1080/08886504.2001.10782325
[23]. Saleh, S. T. (2019). Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 8(2), 61-68. https://doi.org/10.18488/journal.23.2019.82.61.68
[24]. Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers' thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112. https://doi.org/10.1016/j.compedu.2009. 07.010
[25]. Turgut, Y. (2017). An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark. Journal on English Language Teaching, 7(4), 1-15.
[26]. Yüksel, G., & Kavanoz, S. (2011). In search of preservice EFL certificate teachers' attitudes towards technology. Procedia Computer Science, 3, 666-671. https://doi.org/10.1016/j.procs.2010.12.111
[27]. Zhao, Y., & Bryant, F. L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teachers' technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, 5(1), 53-62.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.