Issues in Language Teaching

Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy

Document Type : Research Paper

Authors

Milad Naderi 1
Jalil Fathi 1
Habib Soleimani 2

1 Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran

2 , Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran

https://doi.org/10.22054/ilt.2024.75078.793
Abstract
With the widespread use of technology in today's society, the effective integration of technology in education has become a vital area of research, particularly in teacher education. Teacher variables play a crucial role in the successful incorporation of technology in the classroom. Consequently, several empirical studies have explored the factors influencing teachers' intentions to use technology. This study aims to contribute to this research by examining the roles of teacher self-efficacy and technology self-efficacy in predicting technology use among Iranian EFL instructors. A sample of 353 Iranian EFL instructors participated in an online survey, completing three self-report scales measuring the mentioned constructs. Structural Equation Modeling (SEM) was employed to analyze the collected data and test the relationships between the variables. The findings indicated that teacher technology self-efficacy had a more significant impact on intentions to use technology compared to teacher self-efficacy. Both predictor variables, however, showed unique effects on intentions to use technology. The paper concludes with practical implications and recommendations for further research.

Keywords

Technology integration
Self-efficacy
Technology self-efficacy
Intentions
EFL instructors
Subjects
Issues in Language Teaching
Volume 12, Issue 2
December 2023
Pages 301-341

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