Teachers’ Perceptions Toward Technology Integration into the Language Teaching Practices
Abstract
Students’ experiences in language classes are no longer limited to the textbooks and other materials that are available in their immediate environment. Technology, as a tool, has broadened the scope of language teaching and learning. Therefore, technology integration in the classroom has become an important aspect of successful language teaching. This study investigates the perceptions of language teachers toward technology integration in language teaching and identifies the factors that are either promoting or demoting this process. Questionnaires and semi-structured interviews were employed to collect the data. There were 171 participants from 51 different countries who completed the online questionnaire. 6 of these participants were selected for the semi-structured interviews. Results obtained from both qualitative and quantitative data revealed the teachers’ perception toward technology integration, how it enhances the EFL teaching practices, and the kinds of contribution and benefit it offers to the students and teachers. Based on the research results, the teachers demonstrated a positive attitude toward technology integration in language teaching but highlighted certain factors such as lack of knowledge on how to use technology in language teaching, lack of resources and equipment in their workplace, insufficient support available, and lack of training as hindering their ability to utilise technology in language teaching.
References
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Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498
Blake, R. (2007). New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 27(1), 76–97.
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Cabaroglu, N., & J. Roberts (2000). Development in student teachers’ pre-existing beliefs during a 1-Year PGCE programme. System, 28 (3), 387−402.
Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. doi:10.1080/09588221.2012.692385
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(1), 64-80. doi:10.1111/modl.12302
Coghlan, B. F. (2004). Addressing the barriers to technology interaction: A case study of a rural school, PhD Dissertation, Department of Curriculum and Instruction, Mississippi State University, Mississippi.
Collis, B., & Moonen, J. (2005). Collaborative learning in a contribution-oriented pedagogy. In C. Howard, J. V. Boettecher, L. Justice, K. D. Schenk, P. L. Rogers, & G. A. Berg (Eds.), Encyclopedia of distance learning (pp. 277–283). Hershey, PA: Idea Group.
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Egbert, J.L., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6, 108-126.
Foss, D. H., & R. C. Kleinsasser (1996). Preservice elementary teachers’ views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12(4), 429−442.
Gilakjani, A. P. (2012). An analysis of factors affecting the use of computer technology in english language teaching and learning. International Journal of Information and Education Technology, 2(2), 135-142. doi:10.7763/IJIET.2012.V2.96
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Golonka, E., Bowles, A., Frank, V., Richardson, D., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. doi:10.1080/09588221.2012.700315
Graham, L. (2008). Teachers are digikids too: The digital histories and digital lives of young teachers in English primary schools. Literacy, 42(1), 10–18.
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32, 213–225.
Inayati, N. (2013). Systemic analysis of TESOL practitioners' use of social media in the higher education sector. International Journal of Innovation in English Language Teaching and Research, 2(2), 193-242.
Kim, H. (2002). Teachers as a barrier to technology-integrated language teaching. English Teaching, 57(2), 35-64.
Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal For Publishing And Mentoring Doctoral Student Research, 3(1), 1-6.
Lam,Y. (2000). Technophiliacs, technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modem Language Review, 56(3), 389-420.
Lin, A. (2003). An initial study on EFL learners' attitude towards multimedia application in language learning. Teaching English with Technology: A Journal for Teachers of English, 3(2)
Liu, M., Moore, Z., Graham, L., & Lee, S. (2014). A look at the research on computer-based technology use in second language learning. Journal of Research on Technology in Education, 34(3), 250-273.
Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics & English Literature, 2(1), 13-22.
Nguyen, N. H. T., & Tri, D. H. (2014). An exploratory study of ICT use in english language learning among efl university students. Teaching English with Technology, 14(4), 32-46.
Nisbett, R. E., & L. Ross (1980). Human Inference: Strategies and Shortcoming of Social Judgment. Englewood Cliff, NJ: Prentice Hall.
Ponce, O. A. & Pagan-Maldonado, N. (2014). Mixed methods research in education: Capturing the complexity of the profession. International Journal of Educational Excellence, 1(1), 111-113
Pierson, S. J. (2015). Bridges to Swaziland: Using task-based learning and computer-mediated instruction to improve English language teaching and learning. Teaching English with Technology: A Journal for Teachers of English, 15(2), 105-119.
Pun, H. (2013). The use of multimedia technology in English language teaching: A global perspective. International Journal of Interdisciplinary Studies, 1(1), 29-38.
Rogers, C. V., & Medley, F. W. (1988). Language With A Purpose: Using Authentic Materials in the Foreign Language Classroom. Foreign Language Annals, 21, 467–478. doi: 10.1111/j.1944-9720.1988.tb01098.x
Sandholtz, J. H., & Reilly, B. (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3), 487–512.
Schwab, R. L., & Foa, L. (2001). Integrating technologies throughout our schools. PHI Delta Kappan, 82, 620-626.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Tan, J. P., & McWilliam, E. (2009). From literacy to multiliteracies: diverse learners and pedagogical practice. Pedagogies: An International Journal, 4(3), 213–225.
Tseng, J., Lien, Y., & Chen, H. (2016). Using a teacher support group to develop teacher knowledge of mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127-147. doi:10.1080/09588221.2014.903978
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
Warschauer, M. & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 15- 26). Mahwah, NJ: Lawrence Erlbaum.
Zhao, Y.,& Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40, 807-840.
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
Armstrong, K. M., & Yetter-Vassot, C. (1994). Transforming teaching through technology. Foreign Language Annals, 27(4), 475-486.
Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usage and stages of concern about computing: A study of middle school teachers. Journal of Technology and Teacher Education, 8(4). 279-302.
Barr, D. (2013). Embedding technology in translation teaching: Evaluative considerations for courseware integration. Computer Assisted Language Learning, 26(4), 295-310. doi:10.1080/09588221.2012.658406
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498
Blake, R. (2007). New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 27(1), 76–97.
Borthwick, K., & Gallagher-Brett, A. (2014). 'inspiration, ideas, encouragement': Teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163-183. doi10.1080/09588221.2013.818560
Cabaroglu, N., & J. Roberts (2000). Development in student teachers’ pre-existing beliefs during a 1-Year PGCE programme. System, 28 (3), 387−402.
Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. doi:10.1080/09588221.2012.692385
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(1), 64-80. doi:10.1111/modl.12302
Coghlan, B. F. (2004). Addressing the barriers to technology interaction: A case study of a rural school, PhD Dissertation, Department of Curriculum and Instruction, Mississippi State University, Mississippi.
Collis, B., & Moonen, J. (2005). Collaborative learning in a contribution-oriented pedagogy. In C. Howard, J. V. Boettecher, L. Justice, K. D. Schenk, P. L. Rogers, & G. A. Berg (Eds.), Encyclopedia of distance learning (pp. 277–283). Hershey, PA: Idea Group.
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches. (2nd ed.). Thousand Oaks, CA: Sage.
Creswell, J., & Plano Clark, V. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Darasawang, P., & Reinders, H. (2010). Encouraging autonomy with an online language support system. Computer-Assisted Language Learning – Electronic Journal, 11(2). Retrieved March 23, 2017 from http://callej.org/journal/11-2/darasawang_reinders.html
Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379–396.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). London: Pearson.
Egbert, J.L., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6, 108-126.
Foss, D. H., & R. C. Kleinsasser (1996). Preservice elementary teachers’ views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12(4), 429−442.
Gilakjani, A. P. (2012). An analysis of factors affecting the use of computer technology in english language teaching and learning. International Journal of Information and Education Technology, 2(2), 135-142. doi:10.7763/IJIET.2012.V2.96
Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technologies, 15(3), 4-11.
Golonka, E., Bowles, A., Frank, V., Richardson, D., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. doi:10.1080/09588221.2012.700315
Graham, L. (2008). Teachers are digikids too: The digital histories and digital lives of young teachers in English primary schools. Literacy, 42(1), 10–18.
Higgins, S., Beauchamp, G., & Miller, D. (2007). Reviewing the literature on interactive whiteboards. Learning, Media and Technology, 32, 213–225.
Inayati, N. (2013). Systemic analysis of TESOL practitioners' use of social media in the higher education sector. International Journal of Innovation in English Language Teaching and Research, 2(2), 193-242.
Kim, H. (2002). Teachers as a barrier to technology-integrated language teaching. English Teaching, 57(2), 35-64.
Lai, C. C., & Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal For Publishing And Mentoring Doctoral Student Research, 3(1), 1-6.
Lam,Y. (2000). Technophiliacs, technophobia: A preliminary look at why second-language teachers do or do not use technology in their classrooms. Canadian Modem Language Review, 56(3), 389-420.
Lin, A. (2003). An initial study on EFL learners' attitude towards multimedia application in language learning. Teaching English with Technology: A Journal for Teachers of English, 3(2)
Liu, M., Moore, Z., Graham, L., & Lee, S. (2014). A look at the research on computer-based technology use in second language learning. Journal of Research on Technology in Education, 34(3), 250-273.
Marshall, C., & Rossman, G. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics & English Literature, 2(1), 13-22.
Nguyen, N. H. T., & Tri, D. H. (2014). An exploratory study of ICT use in english language learning among efl university students. Teaching English with Technology, 14(4), 32-46.
Nisbett, R. E., & L. Ross (1980). Human Inference: Strategies and Shortcoming of Social Judgment. Englewood Cliff, NJ: Prentice Hall.
Ponce, O. A. & Pagan-Maldonado, N. (2014). Mixed methods research in education: Capturing the complexity of the profession. International Journal of Educational Excellence, 1(1), 111-113
Pierson, S. J. (2015). Bridges to Swaziland: Using task-based learning and computer-mediated instruction to improve English language teaching and learning. Teaching English with Technology: A Journal for Teachers of English, 15(2), 105-119.
Pun, H. (2013). The use of multimedia technology in English language teaching: A global perspective. International Journal of Interdisciplinary Studies, 1(1), 29-38.
Rogers, C. V., & Medley, F. W. (1988). Language With A Purpose: Using Authentic Materials in the Foreign Language Classroom. Foreign Language Annals, 21, 467–478. doi: 10.1111/j.1944-9720.1988.tb01098.x
Sandholtz, J. H., & Reilly, B. (2004). Teachers, not technicians: Rethinking technical expectations for teachers. Teachers College Record, 106(3), 487–512.
Schwab, R. L., & Foa, L. (2001). Integrating technologies throughout our schools. PHI Delta Kappan, 82, 620-626.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
Tan, J. P., & McWilliam, E. (2009). From literacy to multiliteracies: diverse learners and pedagogical practice. Pedagogies: An International Journal, 4(3), 213–225.
Tseng, J., Lien, Y., & Chen, H. (2016). Using a teacher support group to develop teacher knowledge of mandarin teaching via web conferencing technology. Computer Assisted Language Learning, 29(1), 127-147. doi:10.1080/09588221.2014.903978
Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223-234.
Warschauer, M. & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 15- 26). Mahwah, NJ: Lawrence Erlbaum.
Zhao, Y.,& Frank, K. A. (2003). Factors affecting technology uses in schools: An ecological perspective. American Educational Research Journal, 40, 807-840.
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2018-12-30
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Teachers’ Perceptions Toward Technology Integration into the Language Teaching Practices. (2018). Journal of Narrative and Language Studies, 6(11), 150-177. https://nalans.com/index.php/nalans/article/view/126
