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Technology integration in EFL classrooms: A study of Qatari independent schools

机译：EFL教室中的技术集成：对卡塔尔私立学校的研究

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摘要

The purpose of this study was to examine the impact of teachers’ individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers’ perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers’ value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.
机译：这项研究的目的是检验教师的个人特征和对环境因素的理解对技术整合到EFL（英语作为外语）教室的程度的影响。为此，在卡塔尔独立学校进行了一项全国调查，考察了英语教师的看法。共有263名教师回答了该调查，调查了技术的可用性和支持，教师的价值和自我效能感，技术集成的障碍以及正式的技术准备。数据分析包括描述统计和确定这些因素之间关系的多元线性回归分析。老师表现出对整合障碍的一致看法，对使用技术的高度信心以及对将技术用作学习工具的重要性的一致看法。技术集成的程度由技术可用性，感知的重要性和正式培训来预测。这些发现可以通过指出优势领域和需要进一步努力的领域，来帮助改革社区的技术进步和发展努力，类似于卡塔尔的情况。结果将为决策者，教师教育者和专业发展提供者奠定基础，以了解当前方面以及决定技术集成的未决问题，从而使他们能够做出更明智的决定。

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