Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Çukurova Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi, Türkiye
Tezin Onay Tarihi: 2020
Tezin Dili: İngilizce
Öğrenci: EYYUP YAPRAK
Danışman: Gülden Tüm
Özet:
In a world where distances
are rapidly getting closer and cultures intersect more than ever, the necessity
of a foreign language, especially a universal language, is an undeniable fact.
Economic, political, cultural and sociological relations between countries are
now stronger and more significant than in the past. The widespread use of the
internet and the accompanying Web 2.0 technologies have increased the
importance of foreign languages in recent years. Teachers are expected to
encourage students to use these tools, which can be easily included in many of
the activities that students do in the classroom and that will facilitate
students’ education life. Therefore, the present
study aims to investigate EFL teachers’ self-efficacy beliefs, frequency of use
and attitudes towards Web 2.0 tools. This study also seeks to examine the demographic
variables influencing the integration of Web 2.0 tools.
The
study conducted a mixed method design, and the quantitative and qualitative
data were collected in two phases. The study data was collected from 202 EFL
teachers from 183 different public schools in Diyarbakır, Turkey. The quantitative
data was gathered through a questionnaire consisting of four parts including demographic
information, Web 2.0 Tools Integration Instrument (W2TII) and Web 2.0 Tools
Integration Self-Efficacy Instrument (WTISEI) (Pan & Franklin, 2011), and the
Decomposed Theory of Planned Behaviour (DTPB) Model to Measure Attitudes (Ajjan
& Hartshorne, 2008). In the qualitative data collection phase, a set of
semi-structured interview questions developed by Farah (2011) were used to gather data in considerable detail
from the 10 volunteer teachers of English who participated in the survey in
the first phase. The data was analysed through SPSS edition 24.0 program and
content analysis.
The
findings unveiled that the participants, in general, reported a medium
frequency of using Web 2.0 tools. The results also revealed that there was not
any significant difference between the self-efficacy beliefs, attitudes of the
EFL teachers and their Web 2.0 tools usage according to the demographic
variables. However, the participants aged between 21 and 24 seemed to have
higher self-efficacy towards the use of Podcasts and Social Networking Sites,
while the participants between the age of 40 and above had relatively low
self-efficacy level. Besides, EFL teachers who attended FATIH project and
Interactive Whiteboard teacher trainings had positive attitudes towards Web 2.0
tools usage, while those attended EBA and DynEd in-service teacher trainings did
not show any positive attitudes towards Web 2.0 tools. In comparing the mean of
the use frequency of Web 2.0 tools and EFL teachers’ self-efficacy in operating
these Web 2.0 tools, the results suggested that the participants’ confidence in
using Web 2.0 tools did not agree with the medium use of these tools in their
teaching. The results revealed a significant difference between self-efficacy
and attitudes of the EFL teachers towards the Web 2.0 tools.
In
the light of the findings, it can be concluded that the study can contribute to
the English teacher training programs and in-service teacher trainings by
helping raise the awareness regarding English teachers’ self-efficacy beliefs,
frequency of use and attitudes towards Web 2.0 tools.
Keywords: Web 2.0 tools,
self-efficacy beliefs, EFL teachers, attitudes, ELT