Iranian Teachers’ Perceptions of Technology Integration in Teaching English as a Foreign Language
Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid
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Yn: Journal of Language and Culture in Education, Cyfrol 1, Rhif 1, 8, 25.07.2024, t. 114-138.
Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid
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TY - JOUR
T1 - Iranian Teachers’ Perceptions of Technology Integration in Teaching English as a Foreign Language
AU - Abbaszadeh, Zahra
AU - Hathaway, Tanya
PY - 2024/7/25
Y1 - 2024/7/25
N2 - The integration of technology in higher education, particularly in the teaching of English as a foreign language (TEFL), has been significantly impacted by globalisation. The COVID-19 pandemic has accelerated this trend, with a shift towards online and mobile-assisted language learning. This study, which employed a small-scale qualitative research approach using volunteer sampling and face-to-face interviews, explores Iranian TEFL teachers’ perceptions of technology integration during the pandemic. The research uncovers the impact of online and mobile-assisted language learning on both students’ learning and teachers’ professional knowledge and effectiveness. Six themes emerged from the analysis of the 14 semi-structured interviews conducted with in-service TEFL teachers: online teaching quality, challenges of online teaching, influence of teacher characteristics, quality of applied technological knowledge, affordance of technology integration, and online teaching components. The findings suggest that individual variability exists in teachers’ integration of technology in practice, the quality of online language teaching, and language teachers’ technological knowledge. This indicates a need for targeted mentoring and coaching to improve technology-mediated practice. Additionally, the study reveals that variability in individual teacher capacity is not related to the length of teaching experience, highlighting the need for ongoing professional development for teachers throughout their careers.Key Words: TEFL, in-service teachers, online learning, mobile-assisted language teaching, teachers’ technological knowledge.
AB - The integration of technology in higher education, particularly in the teaching of English as a foreign language (TEFL), has been significantly impacted by globalisation. The COVID-19 pandemic has accelerated this trend, with a shift towards online and mobile-assisted language learning. This study, which employed a small-scale qualitative research approach using volunteer sampling and face-to-face interviews, explores Iranian TEFL teachers’ perceptions of technology integration during the pandemic. The research uncovers the impact of online and mobile-assisted language learning on both students’ learning and teachers’ professional knowledge and effectiveness. Six themes emerged from the analysis of the 14 semi-structured interviews conducted with in-service TEFL teachers: online teaching quality, challenges of online teaching, influence of teacher characteristics, quality of applied technological knowledge, affordance of technology integration, and online teaching components. The findings suggest that individual variability exists in teachers’ integration of technology in practice, the quality of online language teaching, and language teachers’ technological knowledge. This indicates a need for targeted mentoring and coaching to improve technology-mediated practice. Additionally, the study reveals that variability in individual teacher capacity is not related to the length of teaching experience, highlighting the need for ongoing professional development for teachers throughout their careers.Key Words: TEFL, in-service teachers, online learning, mobile-assisted language teaching, teachers’ technological knowledge.
KW - TEFL
KW - in-service teachers
KW - online learning
KW - mobile-assisted language teaching
KW - teachers’ technological knowledge
U2 - 10.5281/zenodo.12817817
DO - 10.5281/zenodo.12817817
M3 - Article
VL - 1
SP - 114
EP - 138
JO - Journal of Language and Culture in Education
JF - Journal of Language and Culture in Education
SN - 2945-2864
IS - 1
M1 - 8
ER -