Egyéni különbségek kvalitatív kutatása a nyelvpedagógiában: nemzetközi folyóiratok szisztematikus szakirodalmi áttekintése

Dimensions of Information and Communications Technology Use: A Mixed Methods Study of Hungarian English Majors and University EFL Teachers

“…In this respect, it is difficult to claim that because certain standards or target numbers are met, inclusion should be labelled successful on all individuals' level. Nonetheless, the literature seems to confirm that certain individual differences can be isolated as predictors or barriers of teachers' ICT inclusion, but these individual differences such as age, willingness, beliefs, and gender should not be addressed too generally and should always reflect the research context (Csizér & Albert, 2020). Younger teachers' more positive beliefs and higher willingness to include technology in their teaching practices originate from their advantage of growing up in an integrated world, but regardless of age, with similar invested effort, everyone can choose to become a digital citizen (Bayne & Ross, 2011;Mossberger et al, 2008;Papp-Danka, 2013).…”