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Related papers
English Language Teaching, 2012
Nowadays technology has practically changed every aspect of language teaching. There are numerous studies focusing on the personality traits of students or other internet users towards the internet utilization. Nonetheless, little research has examined the personality traits of teachers towards using computers for educational purposes especially in the Malaysian context. The purpose of this study was to investigate the motivation and personality traits of TESL postgraduate students in Malaysia towards information and communications technology (ICT) usage in second language teaching. In addition, the relationships between the independent variables (motivation, and personality traits) and the dependent variable (ICT usage) were explored. Then a descriptive-correlational research was employed. A questionnaire survey was developed, reviewed by a panel of experts and its validity and reliability were verified through a pilot study. For the survey, 89 TESL postgraduate students were randomly selected. Moreover, follow-up semi-structured interviews were conducted to strengthen the questionnaire survey results. The results indicated that English teachers have high levels of ICT utilization in the general software applications such as Internet, E-mail, presentation, word processing and office work and low levels of ICT usage for specialized software applications such as authoring, graphics and simulations. The results also showed that the participating teachers were highly motivated in teaching language with computers. Furthermore, the results related to the participants' personality traits indicated that they were highly extrovert, agreeable, conscientious, open and moderately neurotic towards ICT usage. The findings of correlation analysis proved that the surveyed teachers' motivation received a slightly moderate and positive relationship with ICT usage. Additionally, the findings of the Pearson correlation coefficient for the relationship between teachers' personality traits and ICT usage showed that generally no correlation exist between the overall personality and ICT usage. In particular the findings showed that only extroverts had a slightly moderate and positive correlation with ICT usage. The interviews responses also verified the questionnaire results. The research results suggest that to develop ICT integration in the educational processes, teacher training computer skills and increasing the computer facilities at schools are required. Finally, implications, and recommendations for future research are discussed.
English Language …, 2012
Nowadays technology has practically changed every aspect of language teaching. There are numerous studies focusing on the personality traits of students or other internet users towards the internet utilization. Nonetheless, little research has examined the personality traits of teachers towards using computers for educational purposes especially in the Malaysian context. The purpose of this study was to investigate the motivation and personality traits of TESL postgraduate students in Malaysia towards information and communications technology (ICT) usage in second language teaching. In addition, the relationships between the independent variables (motivation, and personality traits) and the dependent variable (ICT usage) were explored. Then a descriptive-correlational research was employed. A questionnaire survey was developed, reviewed by a panel of experts and its validity and reliability were verified through a pilot study. For the survey, 89 TESL postgraduate students were randomly selected. Moreover, follow-up semi-structured interviews were conducted to strengthen the questionnaire survey results. The results indicated that English teachers have high levels of ICT utilization in the general software applications such as Internet, E-mail, presentation, word processing and office work and low levels of ICT usage for specialized software applications such as authoring, graphics and simulations. The results also showed that the participating teachers were highly motivated in teaching language with computers. Furthermore, the results related to the participants’ personality traits indicated that they were highly extrovert, agreeable, conscientious, open and moderately neurotic towards ICT usage. The findings of correlation analysis proved that the surveyed teachers’ motivation received a slightly moderate and positive relationship with ICT usage. Additionally, the findings of the Pearson correlation coefficient for the relationship between teachers’ personality traits and ICT usage showed that generally no correlation exist between the overall personality and ICT usage. In particular the findings showed that only extroverts had a slightly moderate and positive correlation with ICT usage. The interviews responses also verified the questionnaire results. The research results suggest that to develop ICT integration in the educational processes, teacher training computer skills and increasing the computer facilities at schools are required. Finally, implications, and recommendations for future research are discussed.
It is widely accepted that the integration of modern Information and Communication Technologies (ICT) into the teaching-learning-process has enormous potentials especially after 4G technologies. Computer based learning (CBL) currently commonly used platforms to teach students not only in universities but also in the schools especially in developed countries. Underdeveloped countries are also trying to adopt CBL in their education system. Over the last decade most schools in developed countries around the world, ranging from pre to secondary schools have adopted the Computer Based Education systems (CBL) for their students. The purpose of this study is to develop a model based on previous studies done by other researchers, to find out the significant influence of personality over Technology Acceptance Model (TAM) in the area of technology adoption. This comprehensive study reviews previous research based on two basic categories technology adoption by teachers and students and personality in terms of technology adoption. Based on past studies a hypothesis has been developed to determine the influences between them. Perceived usefulness, perceived ease of use, attitude towards using and behavioral intention shows their influences over technology adoption. In addition, three personality items including openness, consciousness, and extraversion show strong influences over technology acceptance model.
Web-Based Language Learning Perception and Personality Characteristics of University Students
Teaching english with technology, 2016
The significance of learners' personality in language learning/teaching contexts has often been cited in literature but few studies have scrutinized the role it can play in technology-oriented language classes. In modern language teaching/learning contexts, personality differences are important and should be taken into account. This study determined university students' introvert/extrovert personality types and examined their perception/ attitudes towards webbased language learning. The participants of the study who were selected through purposive sampling were 40 BA students of EFL, 22 female and 18 male. The participants attended blended classes that incorporated use of the Internet (Edublogs). Quantitative data were collected via the Eysenck Personality Questionnaire (EPQ) (1975) and two modified webbased language learning attitude/perception questionnaires (Gilmore, 1998; Slate, Manuel, & Brinson, 2002). Interviews were conducted to reveal insights concerning the advantages/disadvantages of integrating use of the Internet from the participants' perspectives. T-test analyses did not indicate significant differences in attitudes between extroverts and introverts. Qualitative results indicated most of the participants considered internal, external, and psychological factors associated with the Internet use to be motivating, exciting, and stimulating. The study has implications for teachers and practitioners, particularly in blended, language learning classrooms.
… of the VIIth Research Workshop of …, 2008
Analyses on the proliferation of Information and Communication Technologies in education unanimously position teachers as key factors for the success of ICT in schools. In spite of in-service courses, rigorously controlled for quality by government accreditation agencies, the percentage of teachers using ICT regularly in class as reported by international surveys has not increased considerably since the eighties. Pre-service courses include technological and pedagogical knowledge and practice but rarely focus on personality development. Our assumption is that the failure of in-service ICT teacher training courses to produce conceptual change among teachers towards the use of ICT is due to neglected personality factors. The UNESCO Centre for ICT in Education EPICT, the European Pedagogical ICT Licence (www.epict.org) is based on collaboration of teacher teams mentored in a highly interactive e-learning environment by experienced peers. Learners must teach using ICT already during their studies that usually means a gradual modification of their teaching style by the end of the course. When adapting and piloting EPICT, our team decided to reveal how personality factors contribute to eteaching readiness in order to identify personality traits of teachers enhancing or hindering ICT use in education.
Teachers’ Internet Educational Activity Personality Determinants
Abstract— Over the last ten years a lot has changed in the approach teachers for e-learning. Decreased interest in the activity of teachers in e-learning. The study aims to determine how the determinants of personality support the readiness of teachers to develop modern teaching methods.
The attitude and motivation of English language teachers towards the use of computers
Malaysian Online Journal of Instructional Technology (MOJIT), 2006
The rapid development of computer technology has altered the way education is being delivered. This is especially so in the delivery of the English language course where the combination of various media attributes of the computer has the capability to enhance instructional outcomes. This paper reports on the study undertaken to elucidate the level of the attitude and motivation of English teachers in the usage of the computer for the delivery of the English course and the associated problems and constraints faced by them. The study is qualitative and quantitative in nature and involved 62 English teachers from 12 schools in a selected district in Malaysia. The findings revealed that the majority of the teachers had a positive attitude, were highly motivated towards the use of computers to teach English and actually used them for teaching and learning purposes. The findings also revealed that intrinsic rewards, such as responsibilities, a sense of self-worth and accomplishments, played an important role in enhancing the positive attitude and motivation.
Senior Meets Junior Digital Natives: TESLians Integrating Technology in their Teaching Practice
2019
The younger generations of students called Digital Natives learn via technology. The Malaysia Education Blueprint 2013-2025 has taken the initiatives to implement Information and Communication Technology (ICT) in learning in bid to cater to their learning styles. However, the implementation has not been smooth-sailing as most teachers have not been integrating ICT in their lessons seamlessly. Goldberg's (1981) Big Five Model of Personality can explain various usage of ICT based on their respective trait but TESL (Teaching English as Second Language) undergraduates in the Malaysian context had not been studied before. The researcher purposively selected 72 TESL undergraduates from the Faculty of Educational Studies in a public university in Malaysia for the study using a questionnaire and semi-structured interview. The findings reported high levels of ICT integration and motivation in integrating it. Next, they scored the highest in Openness to experience towards ICT integration in L2 teaching while low in Neuroticism. There was also a statistically significant, moderate, positive relationship between their level of motivation, Agreeableness, Conscientiousness, Extraversion and Openness traits and their ICT integration in L2 teaching. These findings present vital implications for TESL program and course coordinators to facilitate their pre-service teachers to leverage ICT in their teaching practice.
2011
Today's students are described as 'digital natives' (Prensky, 2001) and different forms of technology are encouraged to be applied in teaching to suit their needs. However, there are very few studies about students' disposition towards all these new technologies. To fill this niche the present research project aimed to explore college students' disposition towards computers and the Internet generally and in language learning specifically. A further aim was to develop and pilot a questionnaire to find out about the frequency of students' use of different computer and Internet applications and their disposition towards computers, the Internet and online learning. The participants of the study were 91 first-year students of a college in Budapest. Differences between regular and distance course students, as well as influencing factors, were investigated. The findings indicate that the students' disposition towards technology is generally positive and they mig...
The Role of Personality Traits in Web Based Education
Online Submission, 2008
This study aims to investigate the relationships among personality traits and learners' academic achievement in a web based environment and attitudes towards web based education. 127 students enrolled in the e-MBA Masters Degree of Bilgi University constituted the study group of the research. A survey method was used for the study and the data were collected by Web Based Education Attitudes Scale and The Adjective Check List (ACL). At the end of the study, it was revealed that the students were successful in the web based education environment with the average of 3.091 out of 4.00. The average of students' attitudes towards web based education was 97.212 out of 135. The arithmetical average of the items in the attitudes scale was 3.738 out of 5.00. Also, significant relationships were found between learners' personality traits, academic achievement and attitudes towards web based education. The findings revealed that personality traits explain about 53.2% of the academic achievement, and 52.7% of the attitudes towards web based education.