Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey


  • Özge Koç Ministry of Education
  • Gülru Yüksel Faculty of Education, Yıldız Technical University
  • Emin Altun Ca’ Foscari University of Venice



Content and language integrated learning (CLIL), ), Information and Communication Technologies (ICT), Technology Acceptance Model (TAM)


Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness.


Author Biographies

Özge Koç , Ministry of Education

Velibaba Anatolian High School-English Language Teacher

Gülru Yüksel, Faculty of Education, Yıldız Technical University

Foreign Languages Department, Faculty of Education, Yıldız Technical University-Assoc. Prof. Dr

Emin Altun, Ca’ Foscari University of Venice

Ca’ Foscari University of Venice-M.A. Student


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How to Cite

Koç , Özge ., Yüksel, G. ., & Altun, E. (2021). Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey. English Language Teaching Educational Journal, 4(2), 113–124.