Prospective Foreign Language Teacher Candidates’ Views on the Use of Communication Technologies in Foreign Language Education and Their Self-Efficacy Beliefs: Case of Erbil, Iraq

Abstract

The aim of this study was to determine the factors affecting the self-efficacy beliefs of the candidates and the use of communication technologies in foreign language education. In the 2019 -2020 academic year, 87 senior students of ELT Department of Tishk International University Faculty of Education participated in the study. The research data were analyzed and interpreted by using qualitative research method. The results of the research showed that most of the participants were positive about the use of communication technologies for teaching purposes, and that these technologies were both a resource and a tool for practicing foreign languages, and the biggest disadvantage was the lack of technological infrastructure and security. In addition, most of the prospective teachers who participated in the research showed that they found themselves sufficient in the use of communication technologies for teaching purposes. The most important factor that positively affected the students' self-efficacy perceptions was stated as the use of information and communication technologies in the course activities. The lack of infrastructure and the technical problems encountered were put forward as factors affecting the self-efficacy perception negatively.

Creative Thinking in Pakistani Public Schools: A Qualitative Study of Teachers’ Perspective and Practices

“…"Sometimes, the education officers send some screenshots from the British Art Council, in order to train us about a specific program. There is an immediate need to promote educational measures and processes that involve teachers in the development of their students' creative thinking, based on teaching methods that allow them to generate knowledge and respond to social, scientific and technological problems (Celik, 2021). In this regard, there is a need to introduce teacher training programs to develop skills, attitudes, willingness to act as role models, awareness of students' needs, flexible lesson structuring and certain types of classroom interaction.…”