Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2017 (2017), Article ID 9738264, 9 pages
https://doi.org/10.1155/2017/9738264
Research Article

Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes, Perceived Competence, and Actual Use

Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Correspondence should be addressed to Nasrin Hadidi Tamjid; ri.ca.tuai@ididahn

Received 21 June 2017; Accepted 29 October 2017; Published 1 December 2017

Academic Editor: Gwo-Jen Hwang

Copyright © 2017 Hasan Jahanban-Isfahlan et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Linked References

  1. U. Stickler and L. Shi, “TELL us about CALL: an introduction to the Virtual Special Issue (VSI) on the development of technology enhanced and computer assisted language learning published in the System Journal,” System, vol. 56, pp. 119–126, 2016. View at Publisher · View at Google Scholar · View at Scopus
  2. C. Blurton, “New directions of ICT: use in education,” UNESCO Report, 2002. http://www.unesco.org/education/lwf/dl/edict.pdfRetrieved October 29, 2015.
  3. L. Cheng and A. Curtis, Washback or Backwash: A Review of the Impact of Testing on Teaching and Learning, Lawrence Erlbaum Associates, Inc., Publishers, Mahwah, NJ, USA, 2008.
  4. A. Albirini, “Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers,” Computers and Education, vol. 47, no. 4, pp. 373–398, 2006. View at Publisher · View at Google Scholar · View at Scopus
  5. Z. T. Abu Samak, “An exploration of Jordanian English language teachers’ attitudes, skills, and access as indicator of information and communication technology (ICT) integration in Jordan,” Electronic Theses, Treatises and Dissertations, Paper 106, 2006.
  6. B. T. Lau and C. H. Sim, “Exploring the extent of ICT adoption among Secondary school teachers in Malaysia,” International Journal of Computing and ICT Research, vol. 2, no. 2, pp. 19–36, 2008. View at Google Scholar
  7. A. Sahin-Kizil, “EFL teachers’ attitudes towards Information and Communication Technologies (ICT),” Fırat University, September 2011. View at Google Scholar
  8. S. Aydin, “Teachers’ perceptions about the use of computers in EFL teaching and learning: the case of Turkey,” Computer Assisted Language Learning, vol. 26, no. 3, pp. 214–233, 2013. View at Publisher · View at Google Scholar · View at Scopus
  9. U. Felix, “The web as a vehicle for constructivist approaches in language teaching,” ReCALL, vol. 14, no. 1, pp. 2–15, 2002. View at Publisher · View at Google Scholar
  10. S. D. Krashen, The Input Hypothesis: Issues and Implications, Longman, London, UK, 1985.
  11. M. H. Long, “The role of the linguistics environment in second language acquisition,” in in Handbook of Second Language Acquisition, W. Ritchie and T. Bahtia, Eds., pp. 413–468, Academic Press, San Diego, CA, USA, 1996. View at Google Scholar
  12. M. Swain, “Three functions of output in second language learning,” in in Principles and Practices in Applied Linguistics: Studies in Honor of H. G. Widdowson, G. Cook and G. Seidlhofer, Eds., pp. 125–144, Oxford University Press, Oxford, UK, 1995. View at Google Scholar
  13. I. Sahin, “Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory,” TOJET–Turkish Online Journal of Educational Technology, vol. 5, no. 2, pp. 14–23, 2006. View at Google Scholar
  14. E. M. Rogers, Diffusion of Innovations, Free Press, New York, NY, USA, 5th edition edition, 2003.
  15. A. Albirini, “An exploration of the factors associated with the attitudes of high school EFL teachers in Syria toward information and communication technology,” The Ohio State University, Columbus, OH, USA, 2004, Unpublished doctoral dissertation. View at Google Scholar
  16. J. Bauer and J. Kenton, “Toward technology integration in the schools: why it isn’t happening,” Journal of Technology and Teacher Education, vol. 13, no. 4, pp. 519–546, 2005. View at Google Scholar
  17. A. Kahveci, N. Şahin, and Ş. Genc, “Computer perceptions of secondary school teachers and impacting demographics: a Turkish perspective,” TOJET–Turkish Online Journal of Educational Technology, vol. 10, no. 1, pp. 71–80, 2011. View at Google Scholar
  18. A.-O. Alazzam, A. R. Bakar, R. Hamzah, and S. Asimiran, “Effects of demographic characteristics, educational background, and supporting factors on ICT readiness of technical and vocational teachers in Malaysia,” International Education Studies, vol. 5, no. 6, pp. 229–243, 2012. View at Publisher · View at Google Scholar · View at Scopus
  19. F. Ghaemi and M. Mostafavi, “The status of computer-assisted language learning in Iran,” International Journal of Educational Investigations, vol. 2, no. 2, pp. 121–127, 2015. View at Google Scholar
  20. Y. A. Alshumaimeri, “Perceptions and attitudes toward using CALL in English classrooms among Saudi secondary EFL teachers,” JALT CALL Journal, vol. 4, no. 2, pp. 29–46, 2008. View at Google Scholar
  21. Q. Li, “Student and teacher views about technology: a tale of two cities?” Journal of Research on Technology in Education, vol. 39, no. 4, pp. 377–397, 2007. View at Google Scholar
  22. M. Hismanoglu, “Prospective EFL teachers’ perceptions of ICT integration: a study of distance higher education in Turkey,” Educational Technology & Society, vol. 15, no. 1, pp. 185–196, 2012. View at Google Scholar
  23. A. Sarıçoban, “Pre-service ELT teachers’ attitudes towards computer use: a Turkish survey,” Egitim Arastirmalari-Eurasian Journal of Educational Research, vol. 53, pp. 59–78, 2013. View at Google Scholar
  24. M. O. Yusuf and M. R. Balogun, “Student-teachers’ competence and attitude towards Information and Communication Technology: a case study in a Nigerian University,” Contemporary Educational Technology, vol. 2, no. 1, pp. 18–36, 2011. View at Google Scholar
  25. R. Nishta, “A study to assess teacher educators’ attitudes towards technology integration in classrooms,” MIER Journal of Educational Studies, Trends & Practices, vol. 2, no. 2, pp. 190–205, 2012. View at Google Scholar
  26. B. Cavas, P. Cavas, B. Karaoglan, and T. Kisla, “A study on science teachers’ attitude toward information and communication technologies in education,” TOJET–Turkish Online Journal of Educational Technology, vol. 8, no. 2, pp. 20–32, 2009. View at Google Scholar
  27. C. N. Park and J. B. Son, “Implementing computer-assisted language learning in the EFL classroom: teachers’ perceptions and perspectives,” International Journal of Pedagogies & Learning, vol. 5, no. 2, pp. 80–101, 2009. View at Publisher · View at Google Scholar
  28. R. Dashtestani, “Barriers to the implementation of CALL in EFL courses:Iranian EFL teachers’ attitudes and perspectives,” JALT CALL Journal, vol. 8, no. 2, pp. 55–70, 2012. View at Google Scholar
  29. S. Bolandifar, N. Noordin, P. Babashamsi, and N. Shakib, “Teachers’ attitudes toward integrating Internet technology in English classes,” International Journal of Language Learning and Applied Linguistics World, vol. 4, no. 3, pp. 81–93, 2013. View at Google Scholar
  30. D. Tafazoli and N. S. Golshan, “Technology-enhanced language learning tools in Iranian EFL context: frequencies, attitudes and challenges,” Global Journal of Information Technology, vol. 4, no. 1, pp. 7–12, 2014. View at Google Scholar
  31. M. Afshari, K. Abu Bakar, W. Su Luan, M. Afshari, F. Say Fooi, and B. A. Samah, “Computer use by secondary school principals,” TOJET–Turkish Online Journal of Educational Technology, vol. 9, no. 3, pp. 8–25, 2010. View at Google Scholar
  32. F. Mollaei and M. Riasati, “Teachers’ perceptions of using technology in teaching EFL,” International Journal of Applied Linguistics & English Literature, vol. 2, no. 1, pp. 13–22, 2013. View at Publisher · View at Google Scholar · View at Scopus
  33. R. Dashtestani, “Exploring English as a foreign language (EFL) teacher trainers’ perspectives on challenges to promoting computer literacy of EFL teachers,” JALT CALL Journal, vol. 10, no. 2, pp. 139–151, 2014. View at Publisher · View at Google Scholar · View at Scopus
  34. R. Dashtestani, “Computer literacy of Iranian teachers of English as a foreign language: challenges and obstacles,” International Journal of Pedagogies and Learning, vol. 9, no. 1, pp. 87–100, 2014. View at Publisher · View at Google Scholar
  35. Y. Gulbahar and I. Guven, “A survey on ICT usage and the perceptions of social studies teachers in Turkey,” Educational Technology & Society, vol. 11, no. 3, pp. 37–51, 2008. View at Google Scholar
  36. R. Tate, An Introduction to Modeling Outcomes in the Behavioral and Social Sciences, Burgess International Group, Edina, MN, USA, 2nd edition edition, 1998.
  37. A. Alberth, “Technology-enhanced teaching: a revolutionary approach to teaching English as a foreign language,” TEFLIN Journal, vol. 24, no. 1, pp. 1–13, 2013. View at Google Scholar
  38. P. A. Ertmer and A. T. Ottenbreit-Leftwich, “Teacher technology change: how knowledge, confidence, beliefs, and culture intersect,” Journal of Research on Technology in Education, vol. 42, no. 3, pp. 255–284, 2010. View at Google Scholar
  39. C. P. Lim and C. S. Chai, “Teachers’ pedagogical beliefs and their planning and conduct of computer mediated classroom lessons,” British Journal of Educational Technology, vol. 39, no. 5, pp. 804–828, 2008. View at Publisher · View at Google Scholar · View at Scopus
  40. M. Afshari, K. Abu Bakar, W. Su Luan, B. Abu Samah, and F. Say Fooi, “Factors affecting teachers’ use of information and communication technology,” International Journal of Instruction, vol. 2, no. 1, pp. 77–104, 2009. View at Google Scholar