İngiliz Dili Öğretiminde BİT Kullanımının Önündeki Engeller: Sistematik Bir Literatür Taraması

Year 2021, Volume: 3 Issue: 1, 77 - 88, 30.06.2021

Aminuddin Hashemi , Si Na Kew

Abstract

BİT engelleri Bilgi iletişim teknolojisi (ICT), son zamanlarda dünya çapında dil öğretmenleri için sıcak bir konu olmuştur. İngilizce öğretiminde BİT uygulaması nispeten yeni bir fenomendir ve müfredata BİT kullanımının önündeki engellerin üstesinden gelmenin bir yolunu bulmak için eğitim araştırmacılarının ilgisini çeken konu olmuştur. Bu nedenle, mevcut makale öğretmenler tarafından İngilizce öğretiminde BİT kullanımının düşük ilgi alanlarının arkasındaki bazı nedenleri literatüre aktarmaktadır. İngilizce öğretiminde BİT kullanımının önündeki engelleri bulmak için toplam otuz üç makale gözden geçirildi. İncelemenin sonucuna göre, İngilizce öğretiminde BİT kullanımının önündeki ortak engeller olarak üç ana faktör bulundu: (i) öğretmenlerin teknolojiyi kullanma konusundaki güven eksikliği, (ii) etkili eğitim eksikliği ve (iii) zaman eksikliği. Sunulan tartışmanın yanı sıra makalenin bir özeti de vardır. Bunun yanı sıra, bulgular, idarelerin, öğretmenlerin İngilizce öğretiminde BİT'leri güvenle kullanmalarına olanak sağlamak için yeterli zaman ayırmanın yanı sıra etkili eğitim kursları vermelerini önermektedir. Ek olarak, çalışmanın sınırlamalarını içeren bir sonuç da makalenin son aşamasında ifade edilmiştir.

Keywords

bit engelleri, ingilizce öğretimi, teknolojiyi kullanmada güven eksikliği, zaman eksikliği, etkili eğitim eksikliği

The Barriers to the Use of ICT in English Language Teaching: A Systematic Literature Review

Abstract

Information communication technology (ICT) has recently been a hot topic for language teachers around the world. The application of ICT in English language teaching is a relatively recent phenomenon. Moreover, it has been the subject of interest to educational researchers for over two decades in order to figure out a way of tackling the barriers of using ICT and as well as for incorporating it into the curriculum. Therefore, the current paper yields to the literature of some reasons behind the low interest of using ICT in English language teaching by teachers. A total of thirty-three papers have been reviewed to find out the barriers to the use of ICT in English language teaching. According to the outcome of the review, three main factors are found as the common obstacles towards the use of ICT in English language teaching, which are, (i) lack of teachers’ confidence in using technology, (ii) lack of effective training, and (iii) lack of time. There is also a summary of the paper along with the discussion presented. Besides that, the findings suggest the administrations provide effective training courses along with sufficient time allocation in allowing teachers to confidently employ ICTs in teaching the English language. Additionally, an implication including limitations of the study is also expressed at the final stage of the paper.

Keywords

ICT barriers, English language teaching, Lack of confidence in using technology, Lack of time, Lack of effective training

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