Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration

Abstract

In recent decades successful teachers' using technology in their classrooms has been the center of vigorous debates in the field of teacher education. The present study investigated the self-efficacy beliefs of Iranian EFL in-service English as a foreign language teachers' for technology integration. The study first explored the perceived self-efficacy beliefs for technology integration. Second, it investigated the factors that might influence the teachers' technology integration practices; as a result, whether there was a mismatch between the teachers' self-efficacy beliefs and their technology integration. The participant who took part in this research were 30 in-service English language teachers working in the high schools of Zahedan. The necessary information is collected via Self-efficacy for Technology Integration Scale. In the qualitative phase, structured interviews were conducted with 12 volunteer teachers of English. The findings indicated that the participants had high levels of perceived self-efficacy for technology integration. Further, the interview results explored external/environmental and personal factors affecting teachers' technology integration practices. The study specifically concluded that there was a mismatch between the teachers' perceived self-efficacy beliefs for technology integration and their actual practices in the classroom.

Physics Tutors’ Self-Efficacy and Use of Information and Communication Technology (ICT) for Research Activities in the Colleges of Education in Ghana

“…Many studies have been completed that show the link between self-efficacy and ICT integration in a teaching-learning environment (Akgun, Ozgur and Cuhadar, 2016;Alt, 2018;Aslan and Zhu, 2015;Bakac and Ozen, 2017;Birisci and Kul, 2019;Cavanagh and Ma, 2018;Ceylan et al, 2014;Lailiyah and Cahyono, 2017;Letwinsky, 2017;Raphael and Mtebe, 2017;Rigi, 2015;Sari, 2016;Valtonen, Kukkonen, Kontkanen, Mäkitalo-Siegl, Sointu., 2018;Yagci, 2016;Yamamoto and Yamaguchi, 2016). These studies found that self-efficacy in incorporating ICT use impacts teachers' capacity to incorporate technological know-how into their teaching-learning experience.…”

Saudi EFL Teachers’ Self-efficacy in Technology-assisted Language Learning (TALL)

“…In teaching English as a foreign language (EFL), teachers' technological self-efficacy (TSE) is an essential factor and a valuable attribute that shapes EFL teachers' technological knowledge (TK), skills, and ability to incorporate digital tools into EFL instruction. Researchers believe there is a strong relationship between high self-perceived instructional TSE and the use of high-quality technology; these pedagogical characteristics magnify the impact of technological pedagogical practice effectiveness in EFL teaching (Hansen et al, 2009;Kavanoz et al, 2015;Liu & Kleinsasser, 2015;Rigi, 2015;Lailiyah & Cahyono, 2017).…”