Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey
DOI:
https://doi.org/10.12928/eltej.v4i2.4269Keywords:
Content and language integrated learning (CLIL), ), Information and Communication Technologies (ICT), Technology Acceptance Model (TAM)Abstract
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.
Â
References
Ajibade, P. (2018). Technology acceptance model limitations and criticisms: Exploring the practical applications and use in technology-related studies, mixed-method, and qualitative researches. Library Philosophy and Practice, 1-13. Retrieved from https://core.ac.uk/download/pdf/189486068.pdf
Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content & Language Integrated Learning, 5(1), 46-56. https://doi.org/10.5294/laclil.2012.5.1.4
Berrett, B., Murphy, J., & Sullivan, J. (2012). Administrator insights and reflections: Technology integration in schools. Qualitative Report, 17(1), 200-221. Retrieved from http://www.nova.edu/ssss/QR/QR17-1/berrett.pdf
Bogdan, R. C., & Biklen, S. K. (2012). Qualitative research for education: An introduction to theory and methods. Boston: Pearson Education.
Borg, S. (2015). Teacher cognition and language education: Research and practice. New York: Bloomsbury Publishing.
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). London: Routledge.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Stuttgart: Ernst Klett Sprachen.
Çetintaş, B., & Genç, A. (2001). Foreign language teaching at Anatolian schools following the education reform. Hacettepe Universitesi Egitim Fakultesi Dergisi, 20, 51-56.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285-300. https://doi.org/10.1080/13670050.2013.777386
Erdem, E., & Morgil, İ. (1992). Türkiye’de yabancı dilde öğretim yapan orta öğretim kurumlarında fen öğretimi ve sorunları [Science teaching in secondary schools in Turkey that offer foreign language education and the challenges], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 7, 251-260.
Eurydice. (2012). Key data on education in Europe 2012. Retrieved from: https://ec.europa.eu/eurostat/documents/3217494/5741409/978-92-9201-242-7-EN.PDF/d0dcb0da-5c52-4b33-becb-027f05e1651f
Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956-971. https://doi.org/10.1111/bjet.12770
Hubbard, P. (2018). Technology and professional development. In J. I. Liontas, M. DelliCarpini & G. Kessler (Eds.), The TESOL Encyclopedia of English Language Teaching (pp. 1–6). Hoboken: John Wiley & Sons, Inc.
Jeffrey, D. M., & Clark, R. M. (2019). Supplementing Western perspectives of learner-centered instruction with a Daoist approach towards authentic power sharing in the classroom. International Journal of Contemporary Education, 2(1), 9–16. https://doi.org/10.11114/ijce.v2i1.4016
Korbek, G. (2019). Teaching perspectives on CLIL in different educational contexts. Università Degli Studi Di Palermo, Italy. Retrieved from https://iris.unipa.it/handle/10447/395496#.YR4CbY4zaUl
Liu, I. F., Chen, M. C., Sun, Y. S., Wible, D., & Kuo, C. H. (2010). Extending the TAM model to explore the factors that affect Intention to Use an Online Learning Community. Computers & education, 54(2), 600-610.
Liu, H., Wang, L., & Koehler, M. J. (2019). Exploring the intention‐behavior gap in the technology acceptance model: A mixed‐methods study in the context of foreign‐language teaching in China. British Journal of Educational Technology, 50(5), 2536-2556. https://doi.org/10.1111/bjet.12824
Mahdi, H. S., & Al-Dera, A. S. A. (2013). The impact of teachers' age, gender and experience on the use of information and communication technology in EFL teaching. English Language Teaching, 6(6), 57-67. http://dx.doi.org/10.5539/elt.v6n6p57
Marangunić, N., & Granić, A. (2015). Technology Acceptance Model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81-95. https://doi.org/10.1007/s10209-014-0348-1
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194-211. https://doi.org/10.1080/15391523.2016.1175856
Mede, E., & Çınar, S. (2019). Implementation of Content and Language Integrated Learning and its effects on student motivation. Latin American Journal of Content & Language Integrated Learning, 11(2), 216-235. https://doi.org/10.5294/laclil.2018.11.2.3
Mei, B., Brown, G. T., & Teo, T. (2017). Toward an understanding of preservice English as a Foreign Language teachers’ acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74–104. https://doi.org/10.1177/0735633117700144
Mirici, H., Hoşgörür, V., Arslan, M. M., & Aydın, A. (2000). Anadolu liselerinde yabancı dille yapılan öğretim ile ilgili öğretmen, öğrenci, veli ve denetçilerin görüşleri [Opinions of teachers, students, parents and inspectors on education in foreign language at Anatolian High Schools]. Education and Science, 25(118), 18-25. Retrieved from http://egitimvebilim.ted.org.tr/index.php/EB/article/view/5297/1458
Muganga, L., & Ssenkusu, P. (2019). Teacher-Centered vs. Student-Centered: An examination of student teachers’ perceptions about pedagogical practices at Uganda’s Makerere University. Cultural and Pedagogical Inquiry, 11(2), 16-40. https://doi.org/ 10.18733/cpi29481
O’Dowd, R. (2018). Innovations and challenges in using online communication technologies in CLIL. Theory into Practice, 57(3), 232-240. https://doi.org/10.1080/00405841.2018.1484039
OECD. (2015). Education policy outlook 2015: Making reforms happen. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/education-policy-outlook-2015_9789264225442-en
Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students', teachers' and parents' opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45-59.
Rahimi, M., & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers' characteristics. World Journal of English Language, 1(2), 17. http://dx.doi.org/10.5430/wjel.v1n2p17
Republic of Turkey Ministry of Education. (2016). Teacher competencies: Teaching profession general and special field. Retrieved from: https://oygm.meb.gov.tr/
Roiha, A. S. (2014). Teachers’ views on differentiation in Content and Language Integrated Learning (CLIL): Perceptions, practices and challenges. Language and Education, 28(1), 1-18. https://doi.org/10.1080/09500782.2012.748061
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The Technology Acceptance Model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14. https://doi.org/10.1016/j.compedu.2015.10.006
Smajla, T. (2021). The Suitability of Foreign Language Teaching in Childhood According to the CLIL Approach: The Foreign Language Teachers' Attitudes. English Language Teaching Educational Journal, 4(1), 1-14. https://doi.org/10.12928/eltej.v4i1.3702
Strauss, A., & Corbin, J. (2015). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Tanış, A., & Dikilitaş, K. (2019). Exploring CLIL in Turkish context: Teacher and student voices. AJAL, 144-165. Retrieved from https://faapi.org.ar/wp-content/uploads/2021/02/Ajal_Vol72.pdf#page=144
Teo, T., Huang, F., & Hoi, C. K. W. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26(4), 460-475. https://doi.org/10.1080/10494820.2017.1341940
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440. https://doi.org/10.1016/j.compedu.2011.06.008
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
Wu, J., & Du, H. (2012). Toward a better understanding of behavioral intention and system usage constructs. European Journal of Information Systems, 21(6), 680-698. https://doi.org/10.1057/ejis.2012.15
Zhao, K., & Lei, C. (2019). Technology-enhanced content and language integrated learning in Chinese tertiary English classes: Potentials and challenges. In H. Reinders, C. Coombe, A. Littlejohn, & D. Tafazoli (Eds.). Innovation in language learning and teaching: The case of the Middle East and North Africa, (pp. 89-113). London: Palgrave Macmillan.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
