Iranian EFL Teachers Technophobia in Relation to Their Teaching Style and Experience [پايان نامه لاتين]
Azin Abolghasem Firoozkoohi
| Record Identifier: | 16956 |
| Title: | Iranian EFL Teachers Technophobia in Relation to Their Teaching Style and Experience |
| Personal Name: | Azin Abolghasem Firoozkoohi |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| Department: | English language |
| College: | Humanities |
| Univercity: | Khatam |
| Degree: | Master |
| Studied Year: | 2021 |
| Abstract: | Now that the majority of language learners are digital natives, as opposed to the digital immigrants of their previous generations, technology has become an integral part of education. However, many teachers might still display involuntary feelings of discomfort, stress, frustration, and apathy towards technology, defined as technophobia. The purpose of this study was to first investigate the difference in technological familiarity (TF) level of Iranian EFL teachers from different genders, teaching experience, background education, and type of workplace. In order to explore Iranian EFL teachers potential to meet the requirements of this new era, the present study set out to investigate their level of technological familiarity (TF) and its relationship with technophobia. Also, the relationship between technophobia and teaching style among Iranian EFL teachers was taken into account and the mediation of some intervening variables including gender, age, teaching experience, background education, and type of work place was investigated. By the same token, other purposes were considered in this study including the attitudes of Iranian EFL teachers towards technology in language teaching. For these purposes, first a TF checklist was developed and validated by eliciting the experts opinions. TF checklist, technophobia and teaching style questionnaires were administered to 152 Iranian EFL teachers. In addition, 15 teachers participated in a semi-structured interview. Comparing participants TFs, combined with post hoc Kruskal Wallis tests with Bonferroni adjustment, indicated that Iranian EFL teachers showed significantly higher familiarity with hardware and less familiarity with Artificial Intelligence. A series of MANOVA and correlational analyses and regression also showed that gender, level of education, and age were related to teachers TF. Also, this study revealed that components of TF did not actually predict technophobia in general. Also, in qualitative phase of the study, most of the teachers used cell phone and social media in their lives and although they had some negative feelings towards technology, they had a positive attitude. According to the quantitative analysis and the thematic analysis of the interview, this suggests that feelings of phobia towards technology seem to be independent of teachers familiarity and are probably rooted deeper in their past experiences or personal traits. These results can shed light on the nature of TF and technophobia and assist teacher trainers in promoting technological literacy in EFL teachers. |
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