An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves

Date

2020-06

Editor(s)

Advisor

Peker, Hilal

Supervisor

Co-Advisor

Co-Supervisor

Instructor

BUIR Usage Stats
5
views
73
downloads

Series

Abstract

The aim of this non-experimental quantitative study was to investigate whether there was a relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves (PLTS). It also aimed to find out if there were differences among instructor groups based on their professional qualifications, highest degree earned, and teaching experience regarding their perceptions on technology use and PLTS. The participants were 134 EFL instructors teaching at a public university in Ankara. Survey items related to perceptions on technology use were taken and adapted from Venkatesh, Morris, Morris, and Davis (2003). The items about the PLTS, however, were developed by the researcher. For data analysis, descriptive as well as inferential statistics were utilized. The results revealed that professional qualifications, degrees, and teaching experience affected instructors’ perceptions on technology use and their PLTS. Also, a positive relationship between the EFL instructors’ ILTTS and their perceptions on technology use, especially when they had professional qualifications or degrees was found. Therefore, EFL instructors should be supported to pursue further academic careers, and in-service training programs, workshops, and best-practice sessions should be organized. To generalize the findings, further research is necessary.

Source Title

Publisher

Course

Other identifiers

Book Title

Degree Discipline

Teaching English as a Foreign Language

Degree Level

Master's

Degree Name

MA (Master of Arts)

Citation

Published Version (Please cite this version)

Language

English

Type