Teachers' Views on Digital Educational Tools in English Language Learning: Benefits and Challenges in the Turkish Context.

Autor/inn/en	Çelik, Servet; Aytin, Kübra
Titel	Teachers' Views on Digital Educational Tools in English Language Learning: Benefits and Challenges in the Turkish Context.
Quelle	In: Teaching English as a second or foreign language, 18 (2014) 2, 18 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 1
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Digitale Medien; Mediendidaktik; Lehrerrolle; Fremdsprachenunterricht; Englischunterricht
Abstract	Despite the clear benefits provided by digital educational tools, Turkish teachers of English as a foreign language (EFL) are often seen as failing to take advantage of computing technologies in the classroom. Deficiencies in terms of teachers' digital literacies are often faulted for this omission. The majority of studies concerning Turkish EFL teachers' technology use have focused on measurable aspects of their skills and practice. However, the researchers believed that the perceptions of Turkish teachers of English concerning their own level of competence, as well as other issues involved in applying digital tools, could provide insight into whether educators have the capacity to take full advantage of available learning technologies. Accordingly, a series of interviews was applied with six elementary and high school teachers. The results revealed that, in contrast to much of the existing research, the participants felt generally confident about their level of skill in applying these resources. Furthermore, they found digital tools to be motivating and to improve students' attitudes toward language learning, as well as increasing their proficiency. On the other hand, limited access to computers and the Internet often prevented teachers from taking advantage of digital media in their teaching. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2