Investigation of university EFL teachers’ perceptions and attitudes to resort to ICT: Post-local-crisis context
DOI:
https://doi.org/10.58221/mosp.v119i3.54913Keywords:
attitudes, EFL, ICT, perceptions, university teachersAbstract
Despite the rapid proliferation of information and communication technology (ICT) in language education, it is not unanticipated to observe English teachers holding sceptical and critical vantage points concerning whether its integration into courses would provide benefit for their teaching even in the post-pandemic era. Though several studies were orchestrated to elucidate its impact on language teaching or student achievement, scant attention has been paid to conducting comprehensive analyses of university English teachers’ perceptions and attitudes regarding its utility during online education, particularly in the context of developing countries. To address this gap in the literature, the researcher recruited 70 English teachers working in foreign language units of 16 foundation and state-affiliated higher education institutions in different provinces through a well-structured survey questionnaire. The results indicate teachers’ positive overall attitudes to the use of ICT in language teaching, whereas the affective domain values were less than the cognitive and behavioural attitudes. Likewise, their perceptions of factors affecting attitudes towards ICT were positive in general, cultural perceptions fell slightly behind the other sub-dimensions. As for their relationships, cognitive items, overall attitude, and the advantages computer systems provide for instructional practices appeared as the most prominent variables due to their correlations to at least two factors from attitudes and perceptions. However, no significant relationship was found between the participants’ demographics and the foregoing factors.
Downloads
References
Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
Adilbayeva, U., Mussanova, G. A., Mombekova, N. B., & Suttibayev, N. A. (2022). Digital communication technology for teaching a foreign language and culture through reading. International Journal of Society, Culture & Language, 10(3), 21-30. https://doi.org/10.22034/ijscl.2022.543110.2472
Al-Jarf, R. S. (2004). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals, 37, 49-57. http://doi.org/10.1111/j.1944-9720.2004.tb02172.x
Albirini, A. (2006). Teachers’ attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47, 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
Aldukhayel, D. (2019). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085-1104. https://doi.org/10.1080/09588221.2019.1658608
Alzubi, A. (2019). Teachers’ perceptions on using smartphones in English as a foreign language context. Research in Social Sciences and Technology, 4(1), 92-104. https://doi.org/10.46303/ressat.04.01.5
Aniq, L. N., Drajati, N. A., & Fauziati, E. (2021). Unravelling teachers’ beliefs about TPACK in teaching writing during the Covid-19 pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(1), 317-326. https://doi.org/10.35445/alishlah.v13i1.423
Asghar, M., Barberà, E., & Younas, I. (2021). Mobile learning technology readiness and acceptance among pre-service teachers in Pakistan during the COVID-19 pandemic. Knowledge Management & E-Learning, 13(1), 83–101. https://doi.org/10.34105/j.kmel.2021.13.005
Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. http://doi.org/10.1080/09588221.2012.654495
Bagapova, G., Kobilova, N., & Yuldasheva, N. (2020). The role of distance education and computer technologies in teaching foreign languages. European Journal of Research and Reflection in Educational Sciences, 8(10), 206-211.
Baker, C. (1992). Attitudes and language. Multilingual Matters.
Bauer, A. L. (2002, May). Using computers in the classroom to support the English language art standards (Report No. ED465441). U.S. Department of Education.
Cabellos, B., Siddiq, F., & Scherer, R. (2024). The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills. Computers in Human Behavior, 150, 107994. https://doi.org/10.1016/j.chb.2023.107994
Chenoweth, A. N., Ushida, E., & Murday, K. (2006). Student learning in hybrid French and Spanish courses: An overview of language online. CALICO Journal, 26(1), 115-146.
Civelek, M., Toplu, I. & Uzun, L. (2021). Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak. English Language Teaching Educational Journal, 4(2), 87-98. http://doi.org/10.12928/eltej.v4i2.3964
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Farısa, H., Sunggıngwatı, D., & Susılo, S. (2023). Teachers’ competencies and students’ attitudes toward ICT at an EFL secondary school. Turkish Online Journal of Distance Education, 24(3), 224-239. https://doi.org/10.17718/tojde.1122729
Ghavifekr, S., & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191.
Hilgard, E. R. (1980). Introduction to psychology (7th ed.). Harcourt Brace Jovanovich.
Islahi, F., & Nasrin. (2019). Exploring teacher attitude towards information technology with a gender perspective. Contemporary Educational Technology, 10(1), 37-54. https://doi.org/10.30935/cet.512527
Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020
Korkmaz, S., & Öz, H. (2021). Using Kahoot to improve reading comprehension of English as foreign language learners. International Online Journal of Education and Teaching (IOJET), 8(2), 1138-1150.
Kundu, A., Bej, T., & Dey, K. (2021). Investigating effects of self-efficacy and infrastructure on teachers' ICT use, an Extension of UTAUT. International Journal of Web-Based Learning and Teaching Technologies, 16(6), 1-21. https://doi.org/10.4018/IJWLTT.20211101.oa10
Li, N. (2002). Culture and gender aspects of students’ information searching behaviour using the Internet: A two-culture study of China and the United Kingdom [Doctoral dissertation, Open University United Kingdom]. Open Research Online. http://oro.open.ac.uk/64477
Li, G., & Ni, X. (2011). Primary EFL teachers’ technology use in China: Patterns and perceptions. RELC Journal, 42(1), 69–85. https://doi.org/10.1177/0033688210390783
Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences, 1(219), 1-29. https://doi.org/10.1007/s43545-021-00223-5
Liu, H., Lin, C.H., Zhang, D. (2017). Pedagogical beliefs and attitudes toward information and communication technology: A survey of teachers of English as a foreign language in China. Computer Assisted Language Learning, 30(8), 745–765. https://doi.org/10.1080/09588221.2017.1347572
Makhlouf, K., & Bensaf, Z. (2021). An exploration of factors influencing teachers' attitudes toward the use of information and communication technology (ICT) in classroom practice. Advances in language and literary studies, 12(2), 37-49. http://dx.doi.org/10.7575/aiac.alls.v.12n.2.p.37
Manegre, M., & Sabiri, K. A. (2020). Online language learning using virtual classrooms: An analysis of teacher perceptions. Computer Assisted Language Learning, 35(5-6), 973-988. https://doi.org/10.1080/09588221.2020.1770290
Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and Information Technologies, 26, 7107–7131. https://doi.org/10.1007/s10639-021-10556-6
Moorhouse, B. L., & Beaumont, A. M. (2020). Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID-19 Class suspensions. TESOL Journal, 11(3), https://doi.org/10.1002%2Ftesj.545
Peng, R., Razak, R. A., & Halili, S. H. (2024). Exploring the role of attitudes, self-efficacy, and digital competence in influencing teachers' integration of ICT: A partial least squares structural equation modeling study. Heliyon, 10(13), e34234. https://doi.org/10.1016/j.heliyon.2024.e34234
Qaddumi, H., Bartram, B., & Qashmar, A. L. (2021). Evaluating the impact of ICT on teaching and learning: A study of Palestinian students’ and Teachers’ perceptions. Education and Information Technologies, 26(2), 1865-1876. https://doi.org/10.1007/s10639-020-10339-5
Qaddumi, H., Smith, M., Masd, K. et al. (2023). Investigating Palestinian in-service teachers’ beliefs about the integration of information and communication technology (ICT) into teaching English. Education and Information Technologies, 1-21. https://doi.org/10.1007/s10639-023-11689-6
Rababah, L. (2020). ICT obstacles and challenges faced by English language learners during the coronavirus outbreak in Jordan. International Journal of Linguistics, 12(1), 20-28. https://doi.org/10.5296/ijl.v12i3.17048
Ramadass, D. D., & Shah, P. M. (2022). Knowledge, attitude and use of information communication technology (ICT) among English language teachers. Creative Education, 13, 658-674. https://doi.org/10.4236/ce.2022.132041
Razkane, H., Sayeh, A. Y., & Yeou, M. (2022). University teachers’ attitudes towards distance learning during COVID-19 pandemic: Hurdles, challenges, and take-away lessons. European Journal of Interactive Multimedia and Education, 3(1), e02201. https://doi.org/10.30935/ejimed/11436
Rizkiani, S. (2021). Professional competency of pre-service English teachers and ICT during Covid-19 pandemic. Acuity: Journal of English Language Pedagogy Literature and Culture, 6(2), 138-147. https://doi.org/10.35974/acuity.v6i2.2462
Rosenberg, M. J., & Hovland, C. I. (1960). Cognitive, affective, and behavioral components of attitudes. In C. I. Hovland, & M. J. Rosenberg (Eds.), Attitude organization and change: An analysis of consistency among attitude components (pp. 1–14). Yale University Press.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Effects of technology immersion on teachers’ growth in technology competence, ideology and practices. Journal of Educational Computing Research, 42(1), 1-33. https://doi.org/10.2190/EC.42.1.a
Smith, M., & Traxler, J. (2022). Digital learning in higher education: Covid-19 and beyond. Cheltenham: Edward Elgar Publishers. https://doi.org/10.4337/9781800379404
Song, J., Mullick, J. & Jiang, T. (2025). English language education in Chinese primary schools: Exploring EFL teachers’ attitudes, self-efficacy, and perceived school environment. Asian-Pacific Journal of Second and Foreign Language Education, 10, 18. https://doi.org/10.1186/s40862-025-00320-5
Stepp-Greany, J. (2002). Student perceptions on language learning in a techno-logical environment: Implications for the new millennium. Language Learning and Technology, 6(1), 165-180. http://llt.msu.edu/vol6num1/steppgreany
Subaşı, G., Tas, S., & Solmaz, F. (2021). Using ICT tools in distant EFL classes: The voice of teachers and students. Turkish Online Journal of Educational Technology (TOJET), 21(4), 1-17.
Sun, P. P., & Mei, B. (2020). Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: A technology acceptance perspective. Computer Assisted Language Learning, 35(4), 816-839. https://doi.org/10.1080/09588221.2020.1750430
Sung, D., & Yeh, C. (2012). Perceptions of using online technology in language education: An interview study with Taiwanese university students. Procedia-Social and Behavioral Sciences, 51, 405-410. https://doi.org/10.1016/j.sbspro.2012.08.180
Taghizadeh, M., & Yourdshahi, Z. H. (2019). Integrating technology into young learners’ classes: Language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982-1006. https://doi.org/10.1080/09588221.2019.1618876
Teo. T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460–475. https://doi.org/10.1080/10494820.2017.1341940
Van Praag, B., & Sanchez, H. S. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. ReCALL, 27(3), 288-303. https://doi.org/10.1017/S0958344015000075
Wilson, S., & Cooney, T. (2002). Mathematics teacher change and development: The role of beliefs. In G. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education. Dordrecht: Kluwer. https://doi.org/10.1007/0-306-47958-3_8
Zhunussova, G. (2021). Language teachers’ attitudes towards English in a multilingual setting. System, 100, 102558. https://doi.org/10.1016/j.system.2021.102558
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zülal Ayar
This work is licensed under a Creative Commons Attribution 4.0 International License.
The full license and copyright terms for Moderna Språk can be found under the journal's Open Access Policy.
