An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves
| buir.advisor | Peker, Hilal | |
| dc.contributor.author | Yaşar, Derya Ilgın | |
| dc.date.accessioned | 2020-06-12T06:36:04Z | |
| dc.date.available | 2020-06-12T06:36:04Z | |
| dc.date.copyright | 2020-06 | |
| dc.date.issued | 2020-06 | |
| dc.date.submitted | 2020-06-09 | |
| dc.description | Cataloged from PDF version of article. | en_US |
| dc.description | Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020. | en_US |
| dc.description | Includes bibliographical references (leaves 113-121). | en_US |
| dc.description.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. | en_US |
| dc.description.provenance | Submitted by Betül Özen (ozen@bilkent.edu.tr) on 2020-06-12T06:36:04Z No. of bitstreams: 1 10336668.pdf: 1338551 bytes, checksum: 76461ce4327648c5a112e78e9df31a39 (MD5) | en |
| dc.description.provenance | Made available in DSpace on 2020-06-12T06:36:04Z (GMT). No. of bitstreams: 1 10336668.pdf: 1338551 bytes, checksum: 76461ce4327648c5a112e78e9df31a39 (MD5) Previous issue date: 2020-06 | en |
| dc.description.statementofresponsibility | by Derya Ilgın Yaşar | en_US |
| dc.format.extent | xiii, 161 leaves ; 30 cm. | en_US |
| dc.identifier.itemid | B160281 | |
| dc.identifier.uri | http://hdl.handle.net/11693/53647 | |
| dc.language.iso | English | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Technology use | en_US |
| dc.subject | Possible language teacher selves | en_US |
| dc.subject | UTAUT | en_US |
| dc.title | An investigation of the relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves | en_US |
| dc.title.alternative | İngilizceyi yabancı dil olarak öğreten öğretim görevlilerinin teknoloji kullanım algıları ile olası dil öğretmeni benlikleri arasındaki ilişki üzerine bir araştırma | en_US |
| dc.type | Thesis | en_US |
| thesis.degree.discipline | Teaching English as a Foreign Language | |
| thesis.degree.grantor | Bilkent University | |
| thesis.degree.level | Master's | |
| thesis.degree.name | MA (Master of Arts) |