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ERIC Number: EJ1152726
Record Type: Journal
Publication Date: 2017-Sep
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1360-2357
Technology Integration in EFL Classrooms: A Study of Qatari Independent Schools
Chaaban, Youmen; Ellili-Cherif, Maha
Education and Information Technologies, v22 n5 p2433-2454 Sep 2017
The purpose of this study was to examine the impact of teachers' individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers' perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers' value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Grant or Contract Numbers: N/A