An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves
Author(s)
Advisor
Peker, HilalDate
2020-06Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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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.