Bunyamin Celik1
1Department of Languages, Faculty of Education, Tishk International University, Erbil, Iraq
Abstract: The aim of this study was to determine the factors affecting the self-efficacy beliefs of the candidates and the use of communication technologies in foreign language education. In the 2019 – 2020 academic year, 87 senior students of ELT Department of Tishk International University Faculty of Education participated in the study. The research data were analyzed and interpreted by using qualitative research method. The results of the research showed that most of the participants were positive about the use of communication technologies for teaching purposes, and that these technologies were both a resource and a tool for practicing foreign languages, and the biggest disadvantage was the lack of technological infrastructure and security. In addition, most of the prospective teachers who participated in the research showed that they found themselves sufficient in the use of communication technologies for teaching purposes. The most important factor that positively affected the students’ self-efficacy perceptions was stated as the use of information and communication technologies in the course activities. The lack of infrastructure and the technical problems encountered were put forward as factors affecting the self-efficacy perception negatively.
Keywords: Foreign Language Teacher, English Language Teaching, Communication Technologies, Self-Efficacy
References:
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164-180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
Bates, T., & Poole, G. (2003). Effective teaching with technology in higher education: Foundations for success. ERIC Number: ED498562
Celik, B. (2019). A study on using the university library and reading habits of students: A Study on Tishk International University students in Erbil, Iraq. International Journal of English Linguistics, 9(4). https://doi:10.5539/ijel.v9n4p224
Chu, H. C. (2014). Potential negative effects of mobile learning on students’ learning achievement and cognitive load—A format assessment perspective. Journal of Educational Technology & Society, 17(1), 332-344. https://jstor.org/stable/jeductechsoci.17.1.332
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.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi:10.11648/j.ajtas.20160501.11
Ghasemi, B., & Hashemi, M. (2011). ICT: Newwave in English language learning/teaching. Procedia-Social and Behavioral Sciences, 15, 3098-3102. https://doi.org/10.1016/j.sbspro.2011.04.252
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779-1786. https://doi.org/10.1016/j.chb.2013.02.012
Korkut, E., & Akkoyunlu, B. (2008). Yabancı dil öğretmen adaylarının bilgi ve bilgisayar okuryazarlık öz-yeterlikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34), 178-188.
Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8. Retrieved from https://iteslj.org/Articles/Lee-CALLbarriers
Lombard, M., Snyder‐Duch, J., & Bracken, C. C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587-604. https://doi.org/10.1111/j.1468-2958.2002.tb00826.x
Markus, M. L. (1994). Finding a happy medium: Explaining the negative effects of electronic communication on social life at work. ACM Transactions on Information Systems (TOIS), 12(2), 119-149. https://doi.org/10.1145/196734.196738
Mart, Ç.T. (2013a). A passionate teacher: Teacher commitment and dedication to student learning. International Journal of Academic Research in Progressive Education and Development, 2(1), 437-442.
Mart, Ç.T. (2013b). Commitment to school and students. International Journal of Academic Research in Business and Social Sciences, 3(1), 336-340.
Mayer, R. E. (2013). Teaching and learning computer programming: Multiple research perspectives. Routledge.
Mertler, C. A., & Reinhart, R. V. (2016). Advanced and multivariate statistical methods: Practical application and interpretation. Routledge.
Pajares, F. (2002). Self-efficacy beliefs in academic contexts: An outline. Retrieved on September 25, 2019 from: https://uky.edu/~eushe2/Pajares/efftalk.html
Shirbagi, N. (2011). A survey of Kurdistan university postgraguate students’ attitudes to research and its relationship with their research self-effecacy. Traning & Learning Researches, 2(1), 67-80.
Sysoyev, P. V., & Evstigneev, M. N. (2014). Foreign language teachers’ competency and competence in using information and communication technologies. Procedia-Social and Behavioral Sciences, 154, 82-86. https://doi.org/10.1016/j.sbspro.2014.10.116
Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003
Yildiz, Y. (2020). Reading habit and its role on students’ academic success at language preparatory school: A Research on Tishk International University preparatory school students. Amazonia Investiga, 9(27), 189-194. https://doi.org/10.34069/AI/2020.27.03.20
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91. https://doi.org/10.1006/ceps.1999.1016
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), March 2021, Vol.8, No.1