ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience
ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience
This study aimed to scrutinize Information and Communication Technology (ICT) competence of Englishas a Foreign Language (EFL) instructors in Turkey and their professional development (PD) needs inICT in relation to the variables of gender, institution, teaching experience, and their past PD experience.This study also explored the types of training sources EFL instructors preferred to further their PD inICT. The data were collected by administering a questionnaire of ICT competence and PD needs ofteachers. The participants were 193 EFL instructors teaching at various universities in Turkey. The datawere analyzed by using IBM SPSS Statistics (i.e. Mean, Standard Deviation, ANOVA, Mann-Whitney Uand Kruskal-Wallis test). The results indicated that EFL instructors perceived their current ICTcompetence as low in the seven major areas. However, gender and previous PD experience in ICT playeda role in their perceived ICT competence. The study also revealed that regardless of gender, type ofinstitution, previous PD experience in ICT, and teaching experience, EFL instructors reported a mediumand higher amount of ICT training needs. The most preferred modes of PD in ICT were immersion orinternship activities while the least preferred modes of PD were workshops/conferences/seminars. Theimplications of the study are also presented.© 2019 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL). This is an open-accessarticle distributed under the terms and conditions of the Creative Commons Attribution license (CC BY-NC-ND)(http://creativecommons.org/licenses/by-nc-nd/4.0/).
___
- Aduwa-Ogiegbaen, S. E. (2009). Nigerian in-service teachers’ self-assessment in core
technology competence and their professional development needs in ICT. Journal of
Computing in Teacher Education, 26(1), 17-28.
- Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in
Turkey. Educational Technology & Society, 9(1), 176-187.
- Akçaoğlu, M. (2008). Exploring technology integration approaches and practices of pre-service
and in-service English language teachers. Master thesis, Middle East Technical University,
Ankara, Turkey.
- Chapelle, C. A. (2010). The spread of computer-assisted language learning. Language
Teaching, 43(1), 66-74.
- Chen, W., Tan, A., & Lim C. (2012). Extrinsic and intrinsic barriers in the use of ICT in
teaching: A comparative case study in Singapore. Proceedings of ASCILITE Australian
Society for Computers in Learning in Tertiary Education Annual Conference, Wellington,
2012 (pp. 191-196).
- Chen, Y. (2008). A mixed method study of EFL teachers’ Internet use in language instruction.
Teaching and Teacher Education, 24(4), 1015-1028.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches. Lincoln: Sage.
- Davis, R. (2006). Utopia or chaos?: The impact of technology on language teaching. Teaching
English with Technology, 6(4).
- Efaw, J. (2005) No teacher left behind: How to teach with technology. Educause Quarterly, 4,
26–32.
- Fraenkel, J.R., & Wallen, N.E. (2003). How to design and evaluate research in education(5th
ed.). New York: McGraw-Hill.
- Gülbahar, Y., & Güven, I. (2008). A survey on ICT usage and the perceptions of social studies
teachers in Turkey. Journal of Educational Technology & Society, 11(3).
- Hanson-Smith, E. (Ed.). (2000). Technology-enhanced learning environments. Alexandria, VA:
TESOL.
- Hismanoğlu, M. (2015). Turkish K-12 EFL teachers' attitudes toward ICT integration into
language instruction. Journal of Educational & Instructional Studies in the World, 5(1).
- İbrahim, A.E. (2010). Information and communication technologies in ELT. Journal of
Language Teaching and Research. 1(3), 211-244.
- Kalogiannakis, M. (2010). Training with ICT for ICT from the trainee’s perspective. A local
ICT teacher training experience. Education and Information Technologies, 15(1), 3–17.
- Karakaya, K. (2010). An investigation of English language teachers' attitudes toward computer
technology and their use of technology in language teaching. MA thesis, Metu, Ankara.
- Lamtara, S. (2014). Teachers' ICT practices: A case study of a Moroccan EFL teacher. Arab
World English Journal, 5(4).
- Lorenzo, c. (2002). ICT professional development for effective technology use. Retrieved from:
http://www.schoolnet.ph/school/forummessage?-Id=7463&forum-id=7413 on
November 10, 2018.
- Marin, E. (2015). Professional development on using ICT-an ongoing process. The
International Scientific Conference e-Learning and Software for Education (Vol. 2, p. 236). "
Carol I" National Defence University.
- Mulholland, R. (2006). A technology snapshot: Teacher preparation program and the local
public schools. Contemporary issues in Technology and Teacher Education, 6(2), 284–292.
- Ovens, P. (1999). Can teachers be developed?. Journal of In-service Education, 25(2), 275-306.
- Özdemir A. E. (2013). Improving pre-service English language teachers’ ICT skills and
developing positive attitudes towards the use of technology in language teaching through an
online course. Master’s Thesis, Çukurova University, Adana.
- Saklavcı A. (2010). The Use of the internet among EFL teachers at high schools in Eskişehir.
Master’s Thesis, Anadolu University, Eskişehir.
- Sang, G., Valcke, M., Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and
ICT integration: predictors of prospective teaching behaviors with educational technology.
Computers & Education, 54(1), 103–112.
- Schrum, L. (2000). Technology as a tool to support instruction. Retrieved from:
http://www.educationworld.com/a_tech/tech/tech004.shtml on December 29, 2017.
- Selvi, B., (2015). EFL teachers’ use of informatıon and communication technologies (ICT) in
their classroom practice: Artvin sample. Master thesis, Atatürk Üniversitesi, Erzurum.
- Shawcross, P. (2004). Technology in language teaching. Proceedings of the First ICAO Aviation
Language Symposium, Montreal.
- Silva, A. J. P. (2007). The impact report. Retrieved from: http://pshbwvcomputerssciencedepartment.blogspot.com/2007/12/ict-impact/report.html on
November 7, 2017.
- Solmaz, O. (2011). Liselerdeki İngilizce öğretmenlerinin kişisel ve mesleki gelişim için bilgi ve
iletişim teknolojileri. Master thesis, Dicle University, Diyarbakır.
- UNESCO, I.C.T. (2011). Competency framework for teachers. Paris: United Nations
Educational, Scientific and Cultural Organization.
- Uzun, L. (2015). The pedagogical courses in the ELT program in Turkish higher education:
How efficient are they? International Journal of Social Sciences and Education, 5(4), 777–
789.
- Volman, M., & Van Eck, E. (2001). Gender equity and information technology in education:
The second decade. Review of Educational Research, 71(4), 613–634.
- Wang, Y. (2006) Stand-alone computer courses in teachers’ IT training. EDUCAUSE
Quarterly, 29(3).
- Warschauer, M., & Meskill, C. (2000). Technology and second language teaching. Handbook of
undergraduate second language education, 15, 303-318.
- Zhou, G. (2007). Adoption of educational technology ten years after setting strategic goals; A
Canadian University case. Australian Journal of Educational Technology. 23(4), 508–528.