Investigation of university EFL teachers’ perceptions and attitudes to resort to ICT: Post-local-crisis context

OpenAlex İngilizce

Despite the rapid proliferation of information and communication technology (ICT) in language education, it is not unanticipated to observe English teachers holding sceptical and critical vantage points concerning whether its integration into courses would provide benefit for their teaching even in the post-pandemic era. Though several studies were orchestrated to elucidate its impact on language teaching or student achievement, scant attention has been paid to conducting comprehensive analyses of university English teachers’ perceptions and attitudes regarding its utility during online education, particularly in the context of developing countries. To address this gap in the literature, the researcher recruited 70 English teachers working in foreign language units of 16 foundation and state-affiliated higher education institutions in different provinces through a well-structured survey questionnaire. The results indicate teachers’ positive overall attitudes to the use of ICT in language teaching, whereas the affective domain values were less than the cognitive and behavioural attitudes. Likewise, their perceptions of factors affecting attitudes towards ICT were positive in general, cultural perceptions fell slightly behind the other sub-dimensions. As for their relationships, cognitive items, overall attitude, and the advantages computer systems provide for instructional practices appeared as the most prominent variables due to their correlations to at least two factors from attitudes and perceptions. However, no significant relationship was found between the participants’ demographics and the foregoing factors.