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Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration

Received: 19 July 2015     Accepted: 4 August 2015     Published: 17 September 2015
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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.

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

Keywords

In-Service Teacher, Self-Efficacy Beliefs, Technology Integration

References
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Cite This Article
  • 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

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    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

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    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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  • @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}
    }
    

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  • TY  - JOUR
    T1  - Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration
    AU  - Abdulsalam Rigi
    Y1  - 2015/09/17
    PY  - 2015
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    T2  - International Journal of Language and Linguistics
    JF  - International Journal of Language and Linguistics
    JO  - International Journal of Language and Linguistics
    SP  - 307
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    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
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Author Information
  • Department of English language, College of basic sciences, Zahedan branch, Islamic Azad University, Zahedan, Iran

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