Teachers’ Attitudes towards the Use of ICTs

Abstract

This study seeks to investigate the attitudes of EFL teachers towards the use of ICT into their teaching based on the related theories of Ajzen’s (1991) Theory of Planned Behaviour (TPB), Roger’s (1995) Innovation Diffusion theory (IDT), and Davis’s (1989) Technology Acceptance Model (TAM). Employing a mixed-methods approach, the study explores teachers’ ICT competence, Perceived Usefulness (PU), Perceived Ease of Usefulness (PEoU), Social Pressure, and ICT training needs. Findings gathered from a questionnaire administered to a random sample of 34 EFL teachers working in the English department of Tiaret University, and an interview conducted with a convenience sample encompasses 15 EFL students of 1st year master’s degree Didactics at the same department during the academic year 2022-2023 do not only indicate positive attitudes of EFL teachers towards the integration of ICTs but also reveal a low level of ICT competence. In this respect, the study emphasises the improved and continuous ICT training for EFL teachers. In this regard, recommendations are addressed to policy-makers and educators; to provide adequate ICT training; in terms of content and frequency, and incorporate an ICT module, Education of ICT (EdICT), into the curriculum based on Technology, Pedagogy and Content Knowledge (TPACK) model. For future-teachers; it is recommended that the curriculum should focus on the integration of educational approaches with the evolving technologies including primarily Artificial Intelligence, AI for short.