Explicating the situated nature of teachers' attitudes toward technology-assisted language teaching

The use of computer-based technologies has been dominating the shape of the latest reforms in the field of education as well as other fields. To comply with the changes in this transformation, teachers need to develop and/or adopt new teaching approaches, methodologies, and strategies. One of the factors influencing the success of implementing technology assisted teaching is teachers‟ attitudes. In this respect, this study aims to determine the stages that English Language teachers experience in such transformation and the factors influencing their attitudes towards technology-assisted teaching during this process. The data for the study were collected from 36 teachers at School of Foreign Languages at Cukurova University via Attitudes Towards Computer Technology Questionnaire adapted from Albirini (2006) and analyzed using Statistical Package for Social Sciences (SPSS). The results indicate significant correlations between teachers‟ attitudes and their computer perceptions. The overall findings implicate that an implementation of a technology-assisted teaching requires taking into account the factors specific to the application situation.

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