In the realm of language education, technology has reshaped the state of the teaching/learning framework in different ways and there is no surprise how a number of classes around the world have now turned from chalk and board classes to technology-based ones. However, whether teachers adopt or reject technology in their teaching depends primarily on the way they perceive it. Consequently, the current paper intends to capture the various perceptions of English as a foreign language (EFL) teachers from the department of English at Chadli Bendjedid University, El Tarf (Algeria) towards the use and the integration of technology in their teaching practices. Besides, it aspires to inspect the extent to which technology is used in English language teaching. In order to collect data for this study; a questionnaire was administered to ten teachers from the above-cited department. Although the findings indicated that all the participants have a positive attitude towards technology; they all face different barriers that impede them from integrating it.
Keywords:
Level of technology usage, problems of integration, teachers’ perceptions and attitudes.
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Introduction
In educational settings, technology has earned a solid foothold owing to the qualitative improvements it brought to the language classrooms. Actually, it is very rare to find a modern classroom that does not make use of any form of technology as this latter is constantly offering a plethora of authentic resources that may emulate and bring real life language to the teaching/learning environments, and hence facilitates the teaching /learning of languages in efficient ways.
In addition to the highlighted purposes of this paper which are 1) to provide an account on the status of technology in the department of English at Chadli Bendjedid University and 2) to capture EFL teachers’ perceptions of technology usage in teaching, this paper also attempts to call attention on the challenges that hamper teachers from integrating technology into their teaching practices.
1. Research Questions
This study was designed to elicit answers to the following questions:
a. To what extent is technology used in the teaching of English at Chadli Bendjedid University?
b. How do EFL teachers perceive technology in language teaching?
2. Literature Review
Defining Technology
The term technology has been documented in literature under various concepts and this is due to its dynamic nature. Consequently, it has often been used as a synonym to words like : Computer Assisted Instruction(CAI), Computer Assisted Language Learning(CALL),Technology Enhanced Language Learning (TELL),Information Communication Technologies(ICT’s),Media Technology, New Media ,etc. In fact, they all refer to the technical tools such as but not restricted to: software, email, interactive whiteboards, TV, computer and the internet that can be used to ease and heighten teaching and learning. However, the most dominant and favoured term in technology is CALL ‘because of its now well-established presence in the discourse surrounding the topic’ Hubbard and Levy (2006, p.9), and more importantly because of its inclination to focus more on learning than on teaching.
Throughout our dig in the literature review about technology, we discerned several definitions. Satya (2007, p.125) ,for example, refers to it as ‘an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element’. Moreover, Chapelle and Jamieson (2008, p.1) define CALL as: ‘the area of applied linguistics concerned with the use of computers for teaching and learning a second language’, and according to Egbert (2005, p.4), it means ‘learners learning language in any context with, through and around computer technologies’. However, the most succinct and ample definition is the one provided by Levy (1997, p.1) in which he considers CALL as ‘the search for a study of applications of the computers in language teaching and learning’. This definition draws attention on the empirical feature of CALL and stresses its importance to both teachers and learners.
Therefore, building on these definitions, one can simply define CALL as an approach or a device that is used by teachers to facilitate the transmission of knowledge and to assist learners to comprehend and acquire that knowledge. Moreover, what can be added here is that learners may deal with technology in two different ways; they can either learn from it when they will be only receiving the information, or they can learn with it when they do not only take the information but also interact with it.
3. Technology in FL Classrooms
It is definitely true that ‘everyday language use is so tied to technology that learning language through technology has become a fact of life with important implications for applied linguists, particularly those concerned with facets of SLA’ (Chapelle 2001,p.1). In truth, technology has reshaped and refined the state of the teaching/learning framework in different ways due to the huge authentic material that has opened up the language classroom to the outside world. As a result, there was a clear shift from the familiar medium of textbook and its traditional literacy practices to the medium of the computer screen and its innovative form of multi-modal discourse (Kress and Leeuwen, 2001).
Generally what happens within the traditional methods of language teaching is that a very little time is devoted to the teaching of authentic language that learners may face beyond the boundaries of the classroom; they frequently fail to handle real life situations where language is used divergently. Moreover, teachers within these methods are often required to teach many hours so that to lead learners to a level where they will perform hesitantly and timidly. By contrast, in a technology based classroom, teachers are no more stuck to a prescribed syllabus which they need to follow to the letter since excellent material is available at their fingerprints. However, this is not to say that technology substitutes the traditional way of teaching and learning but rather enhances and supports the regular work done inside the classrooms.
Murphy (1995) summarized the learning effects that technology usage may breed to the language classrooms. They are as follows:
1. Social growth.
2. Problem solving.
3. Peer teaching.
4. Independent work.
5. Exploration.
4. Relevance of Technology to Language Teaching
In education, technology has made its way in the mainstream teaching of L2/FL (Hubbard, 2008) and it would seem illogic for language teachers to stick to the traditional methods of chalk and talk without profiting from the various resources that are regularly accessible at their fingerprints. In fact, a variety of media technologies seem to have the potential to meet the new demands of foreign language teachers and learners .e.g. more humanistic, student centered and communicative approaches (Training Agency.1990), and as Brinton (2001, p.461) puts it: ‘media material may lend authenticity to the classroom situation, reinforcing for the students the direct relation between the language classroom and the outside world’.
Therefore, technology has the considerable potentials to contribute to language teaching /learning development and admittedly, it has improved the quality of language education as it brought valuable applications to the field. There are abundant free of charge websites that afford excellent opportunities to learners to learn different aspects of language like grammar, vocabulary, pronunciation, etc. Moreover, in modern classrooms where technology is applied, new strategies and approaches are constantly developed to satisfy the expectations and needs of the 21st century learners.
As with research on technology, several studies were empirically conducted to examine the efficiency it may breed to language teaching and learning. As a result, they have provided ample support for the assertion that the use of technology in language teaching/learning heightens learners’ proficiency, raises their motivation and involvement in the classroom (Zhao2013, Grycrovic,Chapelle and Shelley 2013). Echoing this view, Odabasi (2000) maintains that among the benefits of technology usage is the increase in learners’ motivation.
Eaton (2010) also found that computer based communication is a critical feature for language teaching/learning, and computer based discussions are more liable to engender better participation than face-to-face discussions. Hence, it usually results in more collaborative and encouraging environments where all students are given equal chances of language practice.
In addition to that, Rivers (1987 cited in Bani-Hani 2009, p.43) recorded different advantages of CALL from which we mention the following:
‘ Interaction: the computer is a beneficial instrument through which the interaction in the classroom can be effectively used. The computer can also help student-student interaction, student-teacher interaction, teacher-teacher (from other schools) interaction, school-school interaction and finally student ‘computer interaction.
‘ Immediate feedback: Rivers pointed out that the computer can provide immediate notification that an error has been made .It is worth mentioning here that the teacher may forget to provide feedback but, on the contrary, the computer will never do.
‘ Error analysis: the computer can identify specific errors and explain them.
‘ Self correction: clear error messages may help most students to achieve satisfaction of reaching the correct answer at the end.
‘ Reinforcement: through which students are encouraged by congratulatory messages for correct answers.
Hence, the aforementioned scholars have practically reached the same results i.e. all viewing technology as paramount to language teaching and learning and as a medium that has a positive impact on the learning process and the quality of language instruction.
5. Teachers’ Attitudes towards the Use of Technology
One of the most serious challenges facing EFL teachers in the 21st century classrooms is how to meet the expectations and needs of today’s’ learners who grew using and breathing technology. Therefore, ‘the use of technology in teaching becomes more important in present times because teachers also have to keep with the technological knowledge of their students’ (Richards, 2014.p.2).In fact, language teachers handiness to use technology is mentioned amongst the effective teachers’ characteristics in higher education (Koureos & Everipidou, 2013) and it is a must for foreign language teacher candidates in many teacher training programs (Barzaq 2007).
Moreover, it should be noted that among the many factors that affect the success of technology usage in language classrooms apart from the teachers’ knowledge of education is their attitude towards its use. Teachers’ attitudes, then, is pivotal in whether they welcome technology as an integral tool in their teaching practices or they reject it.
Recently, several studies were conducted to examine teachers’ attitudes and perceptions towards technology. Albirini (2004), for instance, explored the attitudes of EFL teachers in Syrian high schools towards the use of technology in education; he found that most Jordanian teachers possess positive attitudes towards the use of ICT for educational purposes .In the same vein, Mollaei & Riasati (2013) found that teachers in Iran had positive attitudes toward using technology to develop learning through a computer ‘oriented instruction. Thus, all the above mentioned researchers regarded the importance of teachers’ attitudes as a key factor that can determine the extent to which technologies are used in language teaching.
6. Methodology
6.1. Participants
In order to attain the research goals and fully capture the perceptions of university teachers towards the integration of technology in their teaching practices, we conducted a study on ten (10) teachers from the department of English at Chadli Bendjedid University.
6.2 Data Collection Method and Instruments
To portray teachers’ opinions about the use and usefulness of technology in language teaching, a quantitative data was collected through a questionnaire which was carefully designed to meet the purposes of the study. The questionnaire was printed and distributed to the participants.
7. Results
The analyses of the first three questions revealed basic information about the participants. All of them (100%) hold a magister degree; their ages range from 20 to 30 (40%), from 30 to 40 (50%) and from 40 to 50 (10%) and they have been teaching English for eight years (30%), some for a period of five years(40%)and the others for three years(30%).This indicates that most teachers of English at Chadli Bendjedid University are young teachers who may well have a better disposition for technology use than older teachers. Turning to question (Q4) (see Appendix), all the participants confirmed their possession of personal computers which reveals the significance of computers in the life of every individual. For the purpose of answering question five (Q5), six teachers (50%) argued that they always use computers, three teachers (30%) use it often, while only two teachers (20%) selected sometimes. When asked whether they used the computer for teaching purposes in question (Q6), all the participants answered yes.
In question seven (Q7), respondents were asked to describe their experience in using technology. The majority of them (70%) reported that they are advanced users; the other teachers (30%) revealed that they are average users. In order to understand the policy of the aforementioned department towards the integration of technology in language classrooms, we asked question (Q8). The entire population (100%) confirmed that the department does not have a clearly set policy towards the integration of technology; some teachers added some notes next to this question saying that only in oral expression modules that the department mandates the use of language laboratories. Unfortunately, their answers to question (Q9) confirmed the absence of adequate technological devices that can be used in language teaching. They all selected computers in the language laboratory and overhead projectors as the sole tools available at the department. Moreover, when they were asked in question (Q10) to select among the tools those that are imperative in language teaching, the participants reported that they are all indispensable.
With reference to question (Q11), all the participants (100%) affirmed their interest in using technological tools for language teaching. The answers they provided to the next question (Q12) supports their interest. Ninety (90%) of the participants answered the first segment of the question by (yes) which means that they rely on the internet in the preparation of their lessons ,whereas only one teacher (10%) chose (No) .The second part of the question attempts to identify the reasons of their choices. The teacher who chose (No) claimed that s/he prefers using books for teaching; however, the nine teachers who chose (yes) stated that the internet is the technology that provides authentic up-to-date material that will greatly boost the teaching /learning of English. The comments they provided are summarized in the following points:
‘ Technology provides both teachers and students with authentic and original inputs that could improve the quality of EFL teaching and learning.
‘ It boosts students’ motivation especially when it brings fun to the classroom.
‘ It encourages communication and collaboration in the classroom; it may also boost students’ self confidence especially if they are familiar with technology use.
‘ It offers a sort of enthusiasm for students.
‘ It raises students’ autonomy and allows them to learn freely and anywhere.
‘ The internet can deliver instantaneous and genuine access to the target language.
The nine teachers who answered question (Q12) positively, answered (Q13) as follows: they stated that they always use the internet to prepare their lessons (50%), and (40%) often prepare their lessons through the internet. The analysis of questions (Q14) and (Q15) respectively demonstrates that (70%) of the respondents think that technology is very useful for students while (30%) think it is somehow useful. Nonetheless, they all think that technology must be an integral part of the teaching /learning process as it makes the process more active and meaningful.
The last question of this study is crucial in finding the main barriers that impede teachers at the department of English from incorporating technology in their teaching. Sixty (60%) selected lack of technological material, (10%) claimed that they are unfamiliar with technology while (30%) added that beside the poor technological equipment of the department; the lack of time, training and support also impedes them from integrating any technology in their classes.
8. Discussion
There are many factors that contribute to the success of implementing technology in educational settings; primarily among them is teachers’ attitudes towards the integration. In fact, it was clear from the results that the participants of the present study have positive attitudes towards the use of technology in English language teaching which means they are well aware and convinced that the ever rising stream of technical material has a lot to offer to foreign language learners. It appeared, then, that they accepted the use of technology as a binding facet of instruction. Actually, this finding is in compliance with other studies exploring teachers’ perceptions and attitudes of technology inclusion in language teaching (Albirini 2004, Isleem 2003,Merc 2015).
However, while the findings provide evidence that the subjects in this study considered technology essential in foreign language teaching and learning, there is no correlation between their attitudes and their real adoption of technological devices in the teaching classrooms. In fact, these teachers complained about the dearth of technical software and they considered it as the main inhibiting factor that slows the adoption of technology in the department and deprives students from broader learning experiences. Therefore, the department was found to be poor as regards the technological equipments that it may provide to language teachers and learners.
In addition to that, the participants revealed that they received no support for technology use i.e., the department does not encourage them to use technological aids for teaching the language except for the language laboratories which do not satisfy their aspirations nor meet their learners’ needs.
9. Recommendations
Based on the results of the study, we may put forward the following recommendations:
‘ In order to lift the teaching and learning of English at Chadli Bendjedid University, the responsibles should offer pedagogically firm ways of incorporating technology in the teaching methods. Successful technology incorporation must start from the curriculum wherein technology will no more be viewed as an optional teaching aid that can be adopted or abandoned voluntarily but rather as an integral part of the teaching process. Therefore, they need to provide larger opportunities for teachers to integrate technology into their curricula.
‘ EFL teachers need to receive adequate training and ongoing support to ensure an effective use of technology in the classroom. It is worth noting here that teachers will not be only trained on how to control material, but also on how to incorporate resources into classroom activities in order to attain successful technology integration.
‘ In order to expand education beyond traditional boundaries, teachers should use technological tools more often in the teaching of different tasks. Over head projectors, for example, can be used for the teaching of literature, civilization, grammar and other courses. Moreover, power-point may offer colorful texts, photographs, drawings and tables which will make learning motivating, attractive and more enjoyable.
‘ Teachers should also be convinced that 1) they are no more the omniscient sole sources of knowledge inside the language classroom and 2) technology in the 21st century classroom is a mandate requirement that will take their teaching one step further.
‘ In addition to that, there could be a culture of teamwork in which teachers work jointly, share and expend their experiences with technological equipment and resources.
‘ EFL learners at Chadli Bendjedid University could also be encouraged to use technology more often inside and outside the language classroom in order to boost their learning capabilities.
Conclusion
Teaching with technology has become the number one fashion that is in favour of many foreign language teachers around the world who seek to render their classes livelier, more collaborative, and more learner-centered. Therefore, the overriding purpose of this study was to probe the level of technology usage in EFL classrooms at Chadli Bendjedid University (El Tarf) and how teachers perceive its integration. The findings of the study indicated that technological tools are barely used for the teaching of English the fact that deprives EFL students from a wide range of authentic material which may motivate them, engage them in different interactional tasks and boost their overall language proficiency. Besides, the results have also revealed that the main reason for not using technology in the teaching of English is due to its unavailability at the department. With regard to teachers’ perceptions, it has been found that almost all the teachers who participated in this study have a positive attitude towards the implementation of technology and they are fully aware of the great potential it offers. Unfortunately, they are not provided with the adequate facilities that may support their teaching. In fact, this study is an appeal to the responsibles at Chadli Bendjedid University to reconsider the relevance of introducing technological equipments in the language classrooms. Finally, teachers need to understand that successful language teaching cannot be met by courses only following traditional, instructional methods, they should rather believe that technology in the 21st century classroom is a must and not an option.