ICT Competence and Needs of Turkish EFL Instructors: The Role of Gender, Institution and Experience

Year 2019, Volume: 5 Issue: 1, 153 - 173, 24.03.2019

Özdenur Ardıç Hatime Çiftçi

https://doi.org/10.32601/ejal.543791

Cited By: 16

Abstract

This study aimed to scrutinize
Information and Communication Technology (ICT) competence of English as a
Foreign Language (EFL) instructors in Turkey and their professional development (PD) needs in ICT in relation
to the variables of gender, institution, teaching experience, and their past PD
experience. This study also explored the types of training sources EFL
instructors preferred to further their PD in ICT. The data were collected by
administering a questionnaire of ICT competence and PD needs of teachers. The
participants were 193 EFL instructors teaching at various universities in Turkey.
The data were analyzed by using IBM SPSS Statistics (i.e. Mean, Standard Deviation,
ANOVA, Mann-Whitney U and Kruskal-Wallis test). The results indicated that EFL
instructors perceived their current ICT competence as low in the seven major
areas. However, gender and previous PD experience in ICT played a role in their
perceived ICT competence. The study also revealed that regardless of gender,
type of institution, previous PD experience in ICT, and teaching experience,
EFL instructors reported a medium and higher amount of ICT training needs. The most
preferred modes of PD in ICT were immersion or internship activities while the
least preferred modes of PD were workshops/conferences/seminars. The implications
of the study are also presented.

Keywords

Professional Development (PD) Needs, Information and Communication Technology (ICT), EFL Teachers, Technology Integration

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