Balancing Technology with Pedagogy in English Language Classroom: Teachers’ Perspective

Abstract

With the tremendous advancement in computer-assisted language learning (CALL), English language instructors have started an exciting journey of utilizing modern technological applications to equip students with the necessary tools to boost their language skills. The current study aimed at exploring the university English language instructors’ perceptions of the optimal use of technology in an EFL context as many teachers misconceive the philosophy behind the integration of technology and overestimate the value of using technology without considering its relevance, necessity and applicability. Therefore, Technology, Pedagogy and Content Knowledge (TPACK) model was used to investigate the instructors’ beliefs and practices relevant to language teaching through technology. Data were collected through a questionnaire and a semi-structured interview. One hundred and sixty-four English instructors, from different Saudi universities, participated in the study. The findings of the study revealed that instructors who merely seek the blind application of technology regardless of content, students’ needs, learning styles, and methodology will cease to be pedagogically effective. The findings will pave the way for reshaping the instructors’ teaching beliefs, practices and approach of integrating technology in an EFL class. The study highlighted the importance of developing the instructors’ technological skills that are needed to launch new applications and providing concrete examples of how to successfully integrate technology in language instruction.   

Keywords: EFL Instructors, Pedagogy, TPACK Model, Technology


Article Review Status: Published

Pages: 1-19 (Download PDF)

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