Is Technology in Our Classrooms? EFL Teachers’ Beliefs and Engagement with Technology in the Classroom

Abstract

This study aims to investigate the beliefs of Turkish EFL teachers about implementing digital technology in the classroom and the underlying factors which affect their beliefs. Quantitative research design was selected and online Beliefs Questionnaire was used for data collection. The participants of the study consisted of 563 Turkish in-service EFL teachers working at state schools, private schools or colleges in various parts of Turkey. Descriptive statistics and correlation analysis were performed to determine whether the participants’ four categorized beliefs about the use of digital technology (i.e. importance, use, expertise, and context) interrelated with each other, and if any of the participants’ demographic and background factors (i.e. age, gender, level of education, years of teaching experience) predicted the reported beliefs. The results indicated that teachers shared positive views on the use of digital technology in EFL classrooms in terms of importance, use, expertise, and context. It was also found that gender, age and teaching experience did not create any significant change on teachers’ beliefs.