\nKaradeniz Technical University
\n<servet61
![\"atmark\"](\"http:\/\/www.tesl-ej.org\/atmark.png\")
ktu.edu.tr><\/p>\nK\u00fcbra Ayt\u0131n<\/strong> Despite the clear benefits provided by digital educational tools, Turkish teachers of English as a foreign language (EFL) are often seen as failing to take advantage of computing technologies in the classroom. Deficiencies in terms of teachers\u2019 digital literacies are often faulted for this omission. The majority of studies concerning Turkish EFL teachers\u2019 technology use have focused on measurable aspects of their skills and practice. However, the researchers believed that the perceptions of Turkish teachers of English concerning their own level of competence, as well as other issues involved in applying digital tools, could provide insight into whether educators have the capacity to take full advantage of available learning technologies. Accordingly, a series of interviews was applied with six elementary and high school teachers. The results revealed that, in contrast to much of the existing research, the participants felt generally confident about their level of skill in applying these resources. Furthermore, they found digital tools to be motivating and to improve students\u2019 attitudes toward language learning, as well as increasing their proficiency. On the other hand, limited access to computers and the Internet often prevented teachers from taking advantage of digital media in their teaching. <\/p>\n Keywords<\/strong>: Curricular reform, digital literacy, digital literacies, EFL, English as a foreign language, English language instruction<\/p>\n In terms of English language learning (ELL) in particular, Craig and Patten (2007) note that digital resources have been shown to support learners in developing verbal interaction skills, increasing their vocabulary, and improving their reading comprehension. Furthermore, access to the Internet and social media develops students\u2019 intercultural skills and promotes global awareness. In addition, Warschauer and Healey (1998, as cited in Brown, 2001, p. 145) contend that integrating digital technologies in the English language classroom allows for individualization in large classes; facilitates multimodal practice; encourages collaboration; and increases the \u201cfun\u201d factor for learners.<\/p>\n Yet, despite the widely accepted benefits of computing and online technologies in foreign language learning, educational researchers have pointed out that in many of today\u2019s language classrooms, learners are frequently exposed only to traditional teaching methods and instructional materials (e.g., language course books) and have little or no opportunity to engage with digital learning tools (Chen, Belkada, & Okamoto, 2004; De la Fuente, 2003; Karamustafao\u011flu, K\u00f6se, & Bilen, 2003; Kawaguchi & Di Biase, 2009; Kessler & Bikowski, 2010; Levy, 2009). As Yellend (2001) points out, adherence to traditional teaching methods fails to adequately support learners in developing the skills required for success in today\u2019s technology-driven society; and consequently, lack of exposure to online resources such as interactive social media can be viewed as a critical issue, particularly in educational settings where English learners have few occasions to practice their communicative skills in an authentic, interactive environment.<\/p>\n Researchers such as Bingimlas (2009), Brandl (2002), C\u00fcre and \u00d6zdener (2008), Karamustafao\u011flu et al. (2003) and Magli\u0107 (2007) have proposed that this circumstance rests largely on the failure of classroom teachers to effectively integrate digital learning tools in their practice; therefore, a great deal of attention has been focused on understanding the reasons for this failure. In this respect, Bingimlas (2009) refers to two distinctive types of impediments which impair language teachers\u2019 use of technology and contribute to their lack of digital literacy: (1) \u201cintrinsic\u201d barriers, which concern teachers\u2019 confidence, beliefs, and attitudes toward using digital learning tools; and (2) \u201cextrinsic\u201d factors, including limitations in terms of training, institutional support, time, and access to computer resources (p. 237).<\/p>\n Intrinsic barriers to technology use<\/em>. With regard to intrinsic factors, a deficiency in digital literacies (Bawden, 2001), or insufficient knowledge of technical tools and how to apply them for instructional purposes, have frequently been cited as leading factors in EFL teachers\u2019 failure to incorporate digital materials in their practice. As Hockly (2012) points out, language teachers \u201cmay not feel confident with technology themselves or have received little or no training in how to use technology\u201d (p. 110). This shortcoming may significantly impair teachers\u2019 capacity to provide an instructional environment that allows language learners to take advantage of these valuable educational resources (C\u00fcre & \u00d6zdener, 2008; \u00d6zdener & \u0130mamo\u011flu, 2005). A study carried out by Al-Kahtani and Al-Haider (2010) supports this contention, additionally revealing that resistance to change and \u201cfear that technology will someday replace them\u201d (p. 155) further discouraged Arab teachers of English from attempting to employ digital resources in their lessons. Furthermore, Al-Kahtani (2004) found that EFL teachers in Saudi Arabia often expressed concern that use of the Internet in their teaching created a risk of exposing learners to culturally inappropriate materials. <\/p>\n Extrinsic barriers to technology use<\/em>. Beyond language teachers\u2019 personal attitudes and their level of competence, Al-Kahtani and Al-Haider (2010) delineate numerous extrinsic obstacles to implementing digital educational resources:<\/p>\n In addition to these issues, lack of training opportunities in the use of computerized teaching tools is cited by numerous other researchers as an ongoing problem (Balanskat, Blamire, & Kefala, 2006; Bingimlas, 2009; \u00d6zden, 2007; Toprak\u00e7\u0131, 2006). Du Plessis and Webb (2012) further argue that lack of infrastructure in developing countries often creates a barrier to access of even basic computing tools in public schooling; as a result, there is no opportunity for teachers to incorporate digital resources in their teaching, regardless of their ability to apply these tools and their attitudes toward digital teaching resources.<\/p>\n Along with the current effort to modernize the English language teaching program in Turkey, the Turkish Ministry of National Education has recently introduced an innovative program known as the FAT\u0130H project, which aims to equip classrooms throughout the country with SMART Boards and computers, as well as providing learners with tablet PCs, an undertaking which is expected to be carried out over the next several years (FAT\u0130H Project, 2012). Therefore, as it is evident that digital teaching resources can be expected to take on an increasingly prominent role in English language instruction, the question of whether foreign language teachers can effectively apply these tools is of substantial concern. With this in mind, the researchers reasoned that in order to assist teachers in making sense of \u201cthe role that technology can play in their classrooms\u201d (Al-Kahtani & Al-Haider, 2010, p. 153), it is essential to understand the factors \u2013 both intrinsic and extrinsic \u2013 that either promote or restrict teachers\u2019 ability to use digital technologies in EFL instruction. <\/p>\n In this regard, the majority of the research concerning digital technology use in Turkish education has focused on measuring teachers\u2019 knowledge and level of comfort with using technology in the classroom, as well as the extent of their efforts to incorporate digital tools in their teaching. However, the researchers felt that the personal insights of language teachers concerning their competence in using technical materials, as well as their attitudes toward the use of digital technology in language instruction, should not be overlooked. Their attitudes toward technology use may be a significant factor in their willingness, as well as their positive efforts to employ digital tools in their teaching, and therefore, understanding their perspectives may provide greater understanding of the factors that promote or inhibit their ability to take advantage of these important educational resources. Therefore, the current study was designed in order to address the following research questions:<\/p>\n This study was carried out under the aegis of a larger-scale grant project conducted by the first researcher concerning use of digital technology in ELT instruction [1]<\/a><\/a>. The large-scale project involved an investigation of the participants\u2019 experiences and intentions with respect to the use of digital teaching tools in the classroom. However, in terms of the present study, the researchers were interested in developing an in-depth understanding of the motivations and attitudes that influenced teachers\u2019 use of digital technology, rather than on generalizable data concerning their actual classroom practice; therefore, a qualitative approach to the current investigation was found to be most appropriate (Creswell, 2007). <\/p>\n The population of interest was English language teachers working in Turkey\u2019s state-run schools; therefore, purposive sampling was employed in order to target the individuals from whom the most relevant information could be obtained (Patton, 2002). In this case, the researchers believed that focusing on a small group of participants would be the most effective means of gaining detailed information concerning their perspectives on digital technology use (Fraenkel & Wallen, 2008). Furthermore, the researchers were interested in the experiences of teachers working in diverse educational settings. In order to reach the desired population in the most efficient manner, the researchers solicited referrals from colleagues in the field and contacted a number of English language teachers who were working in state-run elementary and secondary schools in a mid-size city on the northeastern coast of Turkey. Of the individuals contacted, six teachers agreed to participate; both males and females were included. One of the participants was teaching in a government-run boarding school, while another was employed in a vocational high school. The remaining participants were working in mainstream public elementary and high schools. Prior to the data collection phase, the participants were informed of the purpose of the study, and written consent was obtained for the use of the interview data. Permission for conducting research with the teachers was obtained in conjunction with the larger grant project.<\/p>\n As Di Cicco-Bloom and Crabtree (2006) point out, in-depth interviews offer one of the most effective methods of exploring the complexities behind individual perceptions and behaviors; accordingly, the data collection phase of the study was designed around a series of personal interviews with the teacher-participants. As the participants were English teachers with advanced language skills, the interviews were carried out in English. The questions (see appendix) were designed to elicit the participants\u2019 views and experiences in order to reveal whether they considered themselves to be competent in the use of computer-based language tools; whether they considered that applying these resources was feasible under the current circumstances in their schools; and whether they felt that digital technologies provided significant benefits in language education. While the questions were formulated prior to the interviews in order to ensure that all aspects of the research questions were addressed, the participants were encouraged to expand on their ideas and to add their own insights to the discussion.<\/p>\n Data collection and analysis were carried out concurrently (Silverman, 2001), allowing the researchers to follow up in a timely manner if clarification of the responses was required. The interview transcripts were read several times by the researchers. During the iterative readings, a number of distinctive themes emerged from the data concerning the participants\u2019 attitudes toward technology use. In accordance with these themes, the researchers developed a list of categories and subcategories based on the participants\u2019 use of language in describing their views (Denzin, Lincoln, Ryan, & Bernard, 2000; Rand & Bernard, 2003). For instance, a statement such as \u201cI think digital technology is necessary in teaching a language\u201d (Participant 2) was classified under the subcategory participants\u2019 general attitudes toward digital teaching tools<\/em>; while a remark that \u201cthe current English language curriculum supports the use of digital media\u201d (Participant 6) was classified as suitability of the current teaching program for the application of technological tools<\/em>. A colleague with similar research experience was asked to read the transcripts independently to verify that the categories identified by the researchers, as well as their interpretations of the responses, were appropriate (Fraenkel & Wallen, 2008).<\/p>\n Finally, in order to contextualize the individual responses within the larger data set, the total number of unique responses was counted, revealing 71 individual statements that could be classified under one of the categories\/subcategories for interpretation. The responses assigned to each category and subcategory were then tallied; and the frequencies of each response type were calculated as a percentage of the overall number of responses. While the percentage of responses related to a given category is not necessarily indicative of the importance placed on that category by the individual participants, tracking this data allows a pattern to emerge in terms of the topics that received more or less attention from the group as a whole. An inventory of the categories and subcategories identified during the analysis is provided below, in Table 1, along with the related frequencies.<\/p>\n Table 1. Inventory of categories used in analyzing the participants\u2019 responses<\/strong><\/p>\n
\nKaradeniz Technical University
\n<kaytinktu.edu.tr><\/p>\nAbstract<\/h3>\n
The Advantages of Digital Teaching Tools in the Foreign Language Classroom<\/h3>\n
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Purpose of the Study<\/h3>\n
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Method<\/h3>\n
Setting and Participants<\/h3>\n
Data Collection<\/h3>\n
Data Analysis and Credibility<\/h3>\n