Research Article
BibTex RIS Cite
Year 2020, Volume: 16 Issue: 2, 626 - 646, 24.06.2020
https://doi.org/10.17263/jlls.759264

Abstract

References

  • Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers' technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338.
  • Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233.
  • Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
  • Davies, R. S., & West, R. E. (2014). Technology integration in schools. In Handbook of research on educational communications and technology (4th ed., pp. 841–853). Springer New York.
  • Durff, L., & Carter, M. (2019). Overcoming Second-Order Barriers to Technology Integration in K–5 Schools. Journal of Educational Research and Practice, 9(1), 246-260.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Technology Research and Development, 53(4), 25-39.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
  • Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
  • Everson, I., & Prosser, S. K. (2019). Teachers’ perceptions of school culture and professional development related to technology. Tennessee Educational Leadership, 46(2), 14-40.
  • Francom, G. M. (2016). Barriers to technology use in large and small school districts. Journal of Information Technology Education: Research, 15(1), 577-591.
  • Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16.
  • Göktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Gülbahar, Y., & Güven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Journal of Educational Technology & Society, 11(3), 37-51.
  • Gürfidan, H., & Koç, M. (2016). The impact of school culture, technology leadership, and support services on teachers' technology integration: A structural equation modeling. Education & Science, 41(188), 99-116.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
  • Hernández-Ramos, J. P., Martínez-Abad, F., Peñalvo, F. J. G., García, M. E. H., & Rodríguez-Conde, M. J. (2014). Teachers’ attitude regarding the use of ICT: A factor reliability and validity study. Computers in Human Behaviour, 31, 509-516.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309-325.
  • Hsu, S., & Kuan, P. Y. (2013). The impact of multilevel factors on technology integration: The case of Taiwanese grade 1–9 teachers and schools. Educational Technology Research and Development, 61(1), 25–50.
  • Hur, J. W., Shannon, D., & Wolf, S. (2016). An investigation of relationships between internal and external factors affecting technology integration in classrooms. Journal of Digital Learning in Teacher Education, 32(3), 105-114.
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
  • Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, D. (2010). Pattern of classroom activities during students’ use of computers: Relations between instructional strategies and computer applications. Teaching and Teacher Education, 26(3), 540-546.
  • Karaca, F., Can, G., & Yıldırım, S. (2013). A path model for technology integration into elementary school settings in Turkey. Computers & Education, 68, 353-365.
  • Kim, C., & Keller, J. M. (2011). Toward technology integration: The impact of motivational and volitional email messages. Educational Technology Research and Development, 59(1), 91-111.
  • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
  • Kurt, S. (2010). Technology use in elementary education in Turkey: A case study. New Horizons in Education, 58(1): 71–83.
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
  • Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24(3), 501-518.
  • Light, D., & Pierson, E. (2012). The impact of school technology infrastructure on teachers' technology integration: A survey in thirteen countries. Ubiquitous Learning: An International Journal, 5(4), 29-40.
  • Makki, T. W., O'Neal, L. J., Cotten, S. R., & Rikard, R. V. (2018). When first-order barriers are high: A comparison of second-and third-order barriers to classroom computing integration. Computers & Education, 120, 90-97.
  • Miranda. H. P., & Russell, M. (2012). Understanding factors associated with teacher directed student use of technology in elementary classrooms: A structural equation modelling approach. British Journal of Educational Technology, 43(4), 652–666.
  • Murphy, D. T., & Gunter, G. A. (1997). Technology integration: The importance of administrative support. Education Media International, 34(3), 136-139.
  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
  • Özdemir, S. (2017). Teacher views on barriers to the integration of information and communication technologies in Turkish teaching. International Journal of Environmental & Science Education, 12(3), 505-521.
  • Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157-161.
  • Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163-178.
  • Rogosic, S. (2015). Construct validity of the questionnaire measuring technical and socio psychological factors which affect successful integration of ICT into education. Croatian Journal of Education, 17(4), 983-1007.
  • Salleh, S. (2016). Examining the influence of teachers' beliefs toward technology integration in classroom. The International Journal of Information and Learning Technology, 33(1), 17-35.
  • Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
  • Schiller, J. (2003). Working with ICT perceptions of Australian principals. Journal of Educational Administration, 41(2), 171-185.
  • Schrum, L., Galizio, L. M., & Ledesma, P. (2011). Educational leadership and technology integration: An investigation into preparation, experiences, and roles. Journal of School Leadership, 21(2), 241-261.
  • Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Corwin Press.
  • Sipila, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
  • Somekh B. (2008). Factors Affecting Teachers’ Pedagogical Adoption of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education. Vol 20 (pp. 449-460). Springer, Boston, MA.
  • Şahin-Kızıl, A. (2011). EFL teachers' attitudes toward information and communication technologies (ICT). Proceedings of the 5th International Computer & Instructional Technologies Symposium, Firat University, Elaziğ Turkey.
  • Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
  • Toprakçı, E. (2006). Obstacles at integration of schools into information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), 9(1), 1-16.
  • Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178.
  • Ünal, S., & Ozturk, I. H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944.
  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
  • Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School Effectiveness and School Improvement, 19(1), 99-120.

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

Year 2020, Volume: 16 Issue: 2, 626 - 646, 24.06.2020
https://doi.org/10.17263/jlls.759264

Abstract

When technology is integrated into instruction in conjunction with effective teaching practices, it can enrich and enhance teaching and learning processes. With the changes in the nature of education wrought by advances in technology, teachers’ key role in the successful integration of technology into the classroom has gained further significance. Therefore, it has become critical to understand the factors affecting teachers’ technology integration. The present case study conducted with 70 university-level Turkish EFL teachers focuses on the factors affecting teachers’ technology integration practices and specifically explores teachers’ knowledge about computer software programs, personal computer-use habits, attitudes toward and self-confidence in integrating computer-based technologies into teaching, and their views about school climate and support. Analysis of the data coming from a questionnaire demonstrates that teachers know well about commonly-used software programs, they have positive attitudes toward using technology in their teaching, they have a high level of self-confidence in integrating technology into their teaching, they enjoy positive school climate among colleagues, but they see limited support from administration especially in terms of technological infrastructure and instructional encouragement. The findings of this study have implications regarding technology integration in the classroom in that teachers need to be provided with ample technology, along with administrative and technical support as well as continuous training specifically designed to address their identified needs in technology use and integration.

References

  • Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers' technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338.
  • Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233.
  • Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
  • Davies, R. S., & West, R. E. (2014). Technology integration in schools. In Handbook of research on educational communications and technology (4th ed., pp. 841–853). Springer New York.
  • Durff, L., & Carter, M. (2019). Overcoming Second-Order Barriers to Technology Integration in K–5 Schools. Journal of Educational Research and Practice, 9(1), 246-260.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Technology Research and Development, 53(4), 25-39.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64, 175-182.
  • Ertmer, P. A., Ottenbreit-Leftwich, A., & York, C. S. (2006). Exemplary technology-using teachers: Perceptions of factors influencing success. Journal of Computing in Teacher Education, 23(2), 55-61.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ertmer, P. A., Paul, A., Molly, L., Eva, R., & Denise, W. (1999). Examining teachers’ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 54-72.
  • Everson, I., & Prosser, S. K. (2019). Teachers’ perceptions of school culture and professional development related to technology. Tennessee Educational Leadership, 46(2), 14-40.
  • Francom, G. M. (2016). Barriers to technology use in large and small school districts. Journal of Information Technology Education: Research, 15(1), 577-591.
  • Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16.
  • Göktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Gülbahar, Y., & Güven, I. (2008). A survey on ICT usage and the perceptions of social studies teachers in Turkey. Journal of Educational Technology & Society, 11(3), 37-51.
  • Gürfidan, H., & Koç, M. (2016). The impact of school culture, technology leadership, and support services on teachers' technology integration: A structural equation modeling. Education & Science, 41(188), 99-116.
  • Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509.
  • Hernández-Ramos, J. P., Martínez-Abad, F., Peñalvo, F. J. G., García, M. E. H., & Rodríguez-Conde, M. J. (2014). Teachers’ attitude regarding the use of ICT: A factor reliability and validity study. Computers in Human Behaviour, 31, 509-516.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309-325.
  • Hsu, S., & Kuan, P. Y. (2013). The impact of multilevel factors on technology integration: The case of Taiwanese grade 1–9 teachers and schools. Educational Technology Research and Development, 61(1), 25–50.
  • Hur, J. W., Shannon, D., & Wolf, S. (2016). An investigation of relationships between internal and external factors affecting technology integration in classrooms. Journal of Digital Learning in Teacher Education, 32(3), 105-114.
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
  • Inan, F. A., Lowther, D. L., Ross, S. M., & Strahl, D. (2010). Pattern of classroom activities during students’ use of computers: Relations between instructional strategies and computer applications. Teaching and Teacher Education, 26(3), 540-546.
  • Karaca, F., Can, G., & Yıldırım, S. (2013). A path model for technology integration into elementary school settings in Turkey. Computers & Education, 68, 353-365.
  • Kim, C., & Keller, J. M. (2011). Toward technology integration: The impact of motivational and volitional email messages. Educational Technology Research and Development, 59(1), 91-111.
  • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
  • Kurt, S. (2010). Technology use in elementary education in Turkey: A case study. New Horizons in Education, 58(1): 71–83.
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105.
  • Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24(3), 501-518.
  • Light, D., & Pierson, E. (2012). The impact of school technology infrastructure on teachers' technology integration: A survey in thirteen countries. Ubiquitous Learning: An International Journal, 5(4), 29-40.
  • Makki, T. W., O'Neal, L. J., Cotten, S. R., & Rikard, R. V. (2018). When first-order barriers are high: A comparison of second-and third-order barriers to classroom computing integration. Computers & Education, 120, 90-97.
  • Miranda. H. P., & Russell, M. (2012). Understanding factors associated with teacher directed student use of technology in elementary classrooms: A structural equation modelling approach. British Journal of Educational Technology, 43(4), 652–666.
  • Murphy, D. T., & Gunter, G. A. (1997). Technology integration: The importance of administrative support. Education Media International, 34(3), 136-139.
  • Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335.
  • Özdemir, S. (2017). Teacher views on barriers to the integration of information and communication technologies in Turkish teaching. International Journal of Environmental & Science Education, 12(3), 505-521.
  • Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157-161.
  • Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163-178.
  • Rogosic, S. (2015). Construct validity of the questionnaire measuring technical and socio psychological factors which affect successful integration of ICT into education. Croatian Journal of Education, 17(4), 983-1007.
  • Salleh, S. (2016). Examining the influence of teachers' beliefs toward technology integration in classroom. The International Journal of Information and Learning Technology, 33(1), 17-35.
  • Sang, G., Valcke, M., Van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
  • Schiller, J. (2003). Working with ICT perceptions of Australian principals. Journal of Educational Administration, 41(2), 171-185.
  • Schrum, L., Galizio, L. M., & Ledesma, P. (2011). Educational leadership and technology integration: An investigation into preparation, experiences, and roles. Journal of School Leadership, 21(2), 241-261.
  • Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times. Corwin Press.
  • Sipila, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225-241.
  • Somekh B. (2008). Factors Affecting Teachers’ Pedagogical Adoption of ICT. In J. Voogt & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education. Vol 20 (pp. 449-460). Springer, Boston, MA.
  • Şahin-Kızıl, A. (2011). EFL teachers' attitudes toward information and communication technologies (ICT). Proceedings of the 5th International Computer & Instructional Technologies Symposium, Firat University, Elaziğ Turkey.
  • Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
  • Toprakçı, E. (2006). Obstacles at integration of schools into information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), 9(1), 1-16.
  • Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178.
  • Ünal, S., & Ozturk, I. H. (2012). Barriers to ITC integration into teachers’ classroom practices: Lessons from a case study on social studies teachers in Turkey. World Applied Sciences Journal, 18(7), 939-944.
  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
  • Wong, E. M., & Li, S. C. (2008). Framing ICT implementation in a context of educational change: A multilevel analysis. School Effectiveness and School Improvement, 19(1), 99-120.
There are 56 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Okan Önalan This is me

Gökçe Kurt

Publication Date June 24, 2020
Published in Issue Year 2020 Volume: 16 Issue: 2

Cite

APA Önalan, O., & Kurt, G. (2020). Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies, 16(2), 626-646. https://doi.org/10.17263/jlls.759264
AMA Önalan O, Kurt G. Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies. June 2020;16(2):626-646. doi:10.17263/jlls.759264
Chicago Önalan, Okan, and Gökçe Kurt. “Exploring Turkish EFL teachers’ Perceptions of the Factors Affecting Technology Integration: A Case Study”. Journal of Language and Linguistic Studies 16, no. 2 (June 2020): 626-46. https://doi.org/10.17263/jlls.759264.
EndNote Önalan O, Kurt G (June 1, 2020) Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies 16 2 626–646.
IEEE O. Önalan and G. Kurt, “Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study”, Journal of Language and Linguistic Studies, vol. 16, no. 2, pp. 626–646, 2020, doi: 10.17263/jlls.759264.
ISNAD Önalan, Okan - Kurt, Gökçe. “Exploring Turkish EFL teachers’ Perceptions of the Factors Affecting Technology Integration: A Case Study”. Journal of Language and Linguistic Studies 16/2 (June 2020), 626-646. https://doi.org/10.17263/jlls.759264.
JAMA Önalan O, Kurt G. Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies. 2020;16:626–646.
MLA Önalan, Okan and Gökçe Kurt. “Exploring Turkish EFL teachers’ Perceptions of the Factors Affecting Technology Integration: A Case Study”. Journal of Language and Linguistic Studies, vol. 16, no. 2, 2020, pp. 626-4, doi:10.17263/jlls.759264.
Vancouver Önalan O, Kurt G. Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies. 2020;16(2):626-4.