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.
| Published in | International Journal of Language and Linguistics (Volume 3, Issue 5) |
| DOI | 10.11648/j.ijll.20150305.15 |
| Page(s) | 307-312 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
In-Service Teacher, Self-Efficacy Beliefs, Technology Integration
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APA Style
Abdulsalam Rigi. (2015). Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration. International Journal of Language and Linguistics, 3(5), 307-312. https://doi.org/10.11648/j.ijll.20150305.15
ACS Style
Abdulsalam Rigi. Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration. Int. J. Lang. Linguist. 2015, 3(5), 307-312. doi: 10.11648/j.ijll.20150305.15
AMA Style
Abdulsalam Rigi. Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration. Int J Lang Linguist. 2015;3(5):307-312. doi: 10.11648/j.ijll.20150305.15
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Download@article{10.11648/j.ijll.20150305.15,
author = {Abdulsalam Rigi},
title = {Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration},
journal = {International Journal of Language and Linguistics},
volume = {3},
number = {5},
pages = {307-312},
doi = {10.11648/j.ijll.20150305.15},
url = {https://doi.org/10.11648/j.ijll.20150305.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150305.15},
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.},
year = {2015}
}
TY - JOUR T1 - Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration AU - Abdulsalam Rigi Y1 - 2015/09/17 PY - 2015 N1 - https://doi.org/10.11648/j.ijll.20150305.15 DO - 10.11648/j.ijll.20150305.15 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 307 EP - 312 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20150305.15 AB - 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. VL - 3 IS - 5 ER -
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