Technology acceptance and usage behaviour of content and language integrated learning teachers in Turkey

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to...

Full description

Saved in:
Bibliographic Details
Published in:English Language Teaching Educational Journal 2021-01, Vol.4 (2), p.113
Main Authors: Koç, Özge, Yüksel, Hatice Gülru, Altun, Emin
Format: Article
Language:English
Subjects:
Barriers
Content and language integrated learning (CLIL)
Educational Technology
Elementary Secondary Education
English (Second Language)
Foreign Countries
Gender Differences
Information and Communication Technologies (ICT)
Institutional Characteristics
Instructional Program Divisions
Intention
Language of Instruction
Language Teachers
Private Schools
Public Schools
Second Language Instruction
Second Language Learning
Teacher Attitudes
Teacher Behavior
Teacher Education
Teaching Experience
Teaching Methods
Technology Acceptance Model
Technology Acceptance Model (TAM)
Technology Integration
Technology Uses in Education
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness. 
ISSN:2621-6485
2621-6485
DOI:10.12928/eltej.v4i2.4269