EFL Teachers' Pedagogical Beliefs and Practices With Regards to Using Technology

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-20 - Contemporary Issues in Second Language Research

Abstract

This study aims to explore the relationship between English as Foreign Language (EFL) teachers’ content-specific pedagogical beliefs and their technology integration practices. Using multiple case study research design, the 8 secondary level EFL teachers’ beliefs were understood as skill-based, rule-based, or function-based. Individual interviews, teacher belief inventory and a set of teaching artifacts were collected to understand these teachers’ beliefs and practices regarding using technology in language education. The findings show that EFL teachers in this study used similar technology resources and their use of technology indicated a lower level of technology integration. However, we also found that although our participants used similar technology resources, the same technologies were used differently depending on teachers’ content-specific pedagogical beliefs.

Authors

• Ai-Chu Ding, Indiana University - Bloomington

• Anne Leftwich, Indiana University

• Ya-Huei Lu

• Shuya Xu, Indiana University - Bloomington

• Krista D. Glazewski, Indiana University