Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom

Authors

  • Eva Kartchava Carleton University
  • Seunghee Chung Carleton University

Abstract

It has been long accepted that teachers’ beliefs guide their classroom practices (Borg, 2006; Fang, 1996; Pajares, 1992; Woods, 1996). Yet, in the current high-tech age and with the push by mainstream education to incorporate technology in language teaching, little is known about what teachers think and feel about technology integration. Using Borg’s (2006) framework of language teacher cognition, this study investigated the beliefs of pre-service and in-service English as a Second Language (ESL) teachers (n = 35) about the use of digital technology in the classroom and the factors that influence those beliefs. The participants completed a three-part beliefs’ questionnaire and some (n = 10) were later met for one-on-one interviews. The results suggest that while the teachers value technology and its use in the ESL classroom, the two groups differed in their subscribed beliefs. These differences were traced back to the teachers’ age, classroom practice, experiences with digital technology, context(s) in which digital technology was used, and the amount of technology-related training the teachers received.


Author Biographies

Eva Kartchava, Carleton University

Eva Kartchava is Assistant Professor of Applied Linguistics and TESL at Carleton University. She does research on teacher cognition and the role of instruction in second language acquisition. 

Seunghee Chung, Carleton University

Seunghee Chung holds an MA in Applied Linguistics and Discourse Studies from Carleton University. Her research interests include second language education for K-12 learners, technology use in language learning, and evaluation of technology use in language classrooms. This article is based on her Master’s thesis.

Published

2015-10-29

Issue

Vol. 3 No. 4 (2015)

Section

Articles