İNGİLİZCE ÖĞRETMENLERİNİN WEB 2.0 ARAÇLARINA YÖNELİK ÖZYETERLİK İNANÇ VE TUTUMLARI

Web 2.0 teknolojilerinin yaygın kullanımı son yıllarda yabancı dillerin önemini artırmıştır. Öğretmenlerin, öğrencileri sınıfta yaptıkları pek çok etkinliğe kolayca dahil edilebilen ve öğrencilerin eğitim hayatını kolaylaştıracak bu araçları kullanmaya teşvik etmeleri beklenmektedir. Bu nedenle, bu çalışmada İngilizce öğretmenlerinin Web 2.0 araçlarını kullanımına yönelik öz-yeterlilik inançları ve tutumları incelenmiştir. Çalışma, nicel ve nitel verileri içeren karma yöntemle gerçekleştirilmiştir. Veriler, Diyarbakır ilinde bulunan 183 farklı devlet okulunda çalışan gönüllü İngilizce öğretmenlerden toplanmıştır. Nicel veriler, Web 2.0 Araçları Entegrasyon Aracı (W2TII) ve Web 2.0 Araçları Entegrasyon Öz-Yeterlik Aracı (WTISEI), Tutumları Ölçmek için Ayrıştırılmış Planlanan Davranış Teorisi (DTPB) Modeli içeren dört bölümden oluşan bir anket aracılığıyla toplanmıştır. Farah (2011) tarafından geliştirilen yarı yapılandırılmış görüşme soruları detaylı veri toplamak için kullanılmıştır. Veriler SPSS 24.0 programı ve içerik analizi ile analiz edilmiştir. Bulgular, İngilizce öğretmenlerinin öz-yeterlik inançları, tutumları ve Web 2.0 araçları kullanımı arasında demografik değişkenlere göre anlamlı bir fark olmadığını ortaya koymuştur. Bununla birlikte, sonuçlar, İngilizce öğretmenlerinin Web 2.0 araçlarına yönelik öz-yeterlikleri ile tutumları arasında anlamlı bir fark olduğunu ortaya koymuştur.

Anahtar Kelimeler:

Web 2.0 Araçları, Öz-yeterlilik İnançları, İngilizce Öğretmenleri, tutumlar, İngilizce Öğrenimi

SELF-EFFICACY BELIEFS AND ATTITUDES OF EFL TEACHERS TOWARDS WEB 2.0 TOOLS

Web 2.0 technologies have increased the importance of foreign languages in recent years. Teachers are expected to encourage students to use these tools, which can be easily included in many of the activities done in the classroom. Therefore, the present study aims to investigate EFL teachers’ self-efficacy beliefs and attitudes towards Web 2.0 tools. The mixed method design including the quantitative and qualitative data was utilized. The data was collected from 202 EFL teachers from 183 different public schools in Diyarbakır-Turkey. The quantitative data was gathered through a questionnaire consisting of four parts including demographic information, Web 2.0 Tools Integration Instrument (W2TII), Web 2.0 Tools Integration Self-Efficacy Instrument (WTISEI), and the Decomposed Theory of Planned Behaviour (DTPB) Model to Measure Attitudes. In the qualitative data collection phase, a set of semi-structured interview questions developed by Farah (2011) were used to gather data in considerable detail from the 10 volunteer teachers of English. The data was analysed through SPSS edition 24.0 program and content analysis. The findings unveiled that there was not any significant difference between the self-efficacy beliefs, attitudes of the EFL teachers and their Web 2.0 tools usage according to the demographic variables. However, the results revealed a significant difference between self-efficacy and attitudes of the EFL teachers towards the Web 2.0 tools.

Keywords:

WEB 2.0 Tools, Self-efficacy Beliefs, EFL Teachers,

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