E-Readiness of EFL Teachers

Autor/inn/en	Çaliskan, Emre; Caner, Mustafa
Titel	E-Readiness of EFL Teachers
Quelle	In: Malaysian Online Journal of Educational Technology, 10 (2022) 1, S.1-15 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çaliskan, Emre) ORCID (Caner, Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-2990
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Technological Literacy; Pedagogical Content Knowledge; Profiles; Teacher Attitudes; Teaching Methods; Technology Integration; Faculty Development; Attitude Change; Foreign Countries; Telecommunications; Handheld Devices; Laptop Computers; Teacher Characteristics; Computer Use; Educational Technology; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Technisches Wissen; Pädagogische Kompetenz; Charakterisierung; Profilanalyse; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Ausland; Telekommunikationstechnik; Laptop computer; Laptop; Computer; Digitalrechner; Unterrichtsmedien; Türkei
Abstract	Integrating recent technologies into the education environment is one of the dynamic requirements for teachers of digital age learners. Such requirements oblige teachers to have adequate technology competence and know-how to integrate them into their pedagogical practices. Thus, the present study intends to illustrate English Language teachers' technology readiness profile in a city located on Turkey's southwestern Mediterranean coast. Adopting a mixed-method research methodology, the gathered data were examined to answer the research questions. Findings revealed that over half of the participants have decidedly negative attitudes towards technology integration, and they are not ready to use them in their teaching environments. Additionally, findings revealed a reverse relationship between teachers' daily technology use and e-readiness in their classroom practices. Thus, results showed that the e-readiness of most English Language teachers in the region is entirely below the expectations. Concerning the findings, we suggest that functional and pleasing training, either as in-service or certified promotions, should be organized to nurture positive attitudes towards technology use in the classroom and increase teachers' e-readiness and acquaintance with technology. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01