Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration
International Journal of Language and Linguistics
Volume 3, Issue 5, September 2015, Pages: 307-312
Received: Jul. 19, 2015; Accepted: Aug. 4, 2015; Published: Sep. 17, 2015
Views 4132      Downloads 125
Abdulsalam Rigi, Department of English language, College of basic sciences, Zahedan branch, Islamic Azad University, Zahedan, Iran
Article Tools
Follow on us
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.
In-Service Teacher, Self-Efficacy Beliefs, Technology Integration
To cite this article
Abdulsalam Rigi, Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration, International Journal of Language and Linguistics. Vol. 3, No. 5, 2015, pp. 307-312. doi: 10.11648/j.ijll.20150305.15
Akbaba-Altun, S. (2006).Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
Akça-Saklavacı, A. (2010). The use of the internet among EFL teachers at high schools in Eskişehir. Unpublished Master’s Thesis, Eskişehir: Anadolu University Graduate School of Educational Sciences.
Al-Alwani, A. E. S. (2005). Barriers to integrating information technology in Saudi Arabia Science Education. Unpublished Doctoral Dissertation, Kansas: The University of Kansas Graduate School of Education.
Altun-Yalçın, S., Kahraman, S. & Abidin-Yılmaz, Z. (2011). Primary school teachers of instructional technologies self-efficacy levels. Procedia-Social and Behavioral Sciences, 28, 499-502.
Arslan, C. & Yavuz, G. (2012).A study on mathematical literacy self-efficacy beliefs of prospective teachers. Procedia-Social and Behavioral Sciences, 46, 5622-5625.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development.Vol.6.Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press. (Retrieved February 8, 2013 from http://www.uky.edu/~eushe2/Bandura/Bandura1989ACD.pdf )
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.
Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, 39(1), 22-40.
Chacon, T. C. (2005). Teacher perceived efficacy among EFL teachers in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257-272.
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1), 65-75.
Cowan, J. E. (2008). Strategies for planning technology-enhanced learning experiences. The Clearing House, 82(2), 55-59.
Edwards, S. (2005). Identifying the factors that influence computer use in the early childhood classroom. Australasian Journal of Educational Technology, 21(2), 192-210. (Retrieved May 2, 2013 fromhttp://www.ascilite.org.au/ajet/ajet21/edwards.html)
Eminoğlu-Küçüktepe, S. (2010). A study on preservice English teachers’ self-efficacy perceptions and tendency towards academic dishonesty. Procedia Social and Behavioral Sciences, 2, 4985-4990.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
Ertmer, P. A., Ottenbreit-Leftwich, A. & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.
Farah, A. C. (2011). Factors influencing teachers’ technology self-efficacy: A case study. Unpublished Doctoral Dissertation, Lynchburg, VA: Liberty University.
Hall, B. C. (2008). Investigating the relationships among computer self-efficacy, professional development, teaching experience, and technology integration of teachers. Unpublished Doctoral Dissertation, Cincinnati, Ohio: University of Cincinnati the College of Education, Criminal Justice, and Human Services.
Johnson, I. (2006). An investigation of the effects of the Georgia Framework for Integrating TECHnology (InTech) training program on teachers' computer self-efficacy and computer utilization. Unpublished Doctoral Dissertation, Florida: Nova Southeastern University Graduate School of Computer and Information Sciences.
Kao, C-P., Wu, Y-T. & Tsai, C-C. (2011). Elementary school teachers' motivation toward web-based professional development, and the relationship with internet self-efficacy and belief about web-based learning. Teaching and Teacher Education, 27, 406-415.
Kemp, C. R. (2002). Urban school teachers’ self-efficacy beliefs and practices, innovation practices, and related factors in integrating technology. Unpublished Doctoral Dissertation, Boston: University of Massachusetts (Retrieved November 28, 2012 from www.iup.edu/WorkArea/linkit.aspx?...id.)
Kim, C., Kim, M. K., Lee, C., Spector, J. M. & DeMeester, K. (2013).Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Lee, J-A. (2009). Teachers’ sense of efficacy in teaching English, perceived English language proficiency, and attitudes toward the English language: A case of Korean public elementary school teachers. Unpublished Doctoral Dissertation, Columbus: Graduate School of the Ohio State University.
Ma, W. W., Andersson, R. & Streith, K. O. (2005).Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395.
Pekkanlı-Egel, I. (2009). The prospective English language teacher’s reflections of self efficacy. Procedia Social and Behavioral Sciences, 1, 1561-1567.
Pinner, R. S. (2012). Teachers’ attitudes and motivations for using CALL in and around the language classroom. Procedia, Social and Behavioral Sciences, 34, 188-192.
Senler, B. & Sungur, S. (2010). Pre-service science teachers’ teaching self-efficacy: a case from Turkey. Procedia Social and Behavioral Sciences, 9, 771-775.
Skaalvik, E. M. & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.
Skoretz, Y. M. (2011). A study of the impact of a school-based job-embedded professional development program on elementary and middle school teacher efficacy for technology integration. Unpublished Doctoral Dissertation, West Virginia: Marshall University Graduate School of Education and Professional Development.
Smarkola, C. (2007). Technology acceptance predictors among student teachers and experienced classroom teachers. Journal of Educational Computing Research, 37(1), 65–82.
Smarkola, C. (2008). Efficacy of planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers. Computers in Human Behavior, 24, 1196-1215.
Sugar, W., Crawley, F., & Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology and Society, 7(4), 201-213.
Uzun, A., Özkılıç, R. & Şentürk, A. (2010). A case study: Self-efficacy beliefs of teacher candidates regarding developing educational software. Procedia Social and Behavioral Sciences, 2, 5001-5005.
Walker, L. R., & Shepard, M. (2011).Phenomenological investigation of elementary school teachers who successfully integrated instructional technology into the curriculum. Journal of Educational Research and Practice, 1(1), 23-35.
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186