Factors influencing Internet use in teaching English: A study of EFL teachers in northern Taiwanese higher education institutions.

摘要

Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. Accordingly, Taiwanese EFL teachers have to cope with the technological and the pedagogical shifts occurring in the teaching profession. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing EFL teachers in integrating the Internet into their instruction.; Concerns about whether Taiwanese EFL teachers adapt to the current rapid technological advances raise important research questions that will unquestionably inform policy and pedagogy. This study investigates the question: What factors are influencing EFL teachers' Internet use in language instruction in Northern Taiwanese higher education? It examines interactional relationships among variables associated with barriers and issues of technology application as a means of analyzing the extent and the nature of Internet-integration instruction. To address this research question and objectives, a concurrent mixed-method approach is employed. In the qualitative part of the study, the experiences of eleven teachers are described to relate how they integrate the Internet into language instruction.; A multivariate hypothesized model is tested using structural equation modeling (SEM) to analyze statistically the variables examined in this study. The resulting model is found to have a good statistical fit. Teacher training, classroom pedagogy, and perceived capability have direct effects on Internet use, while institutional support, constructivist thinking, beliefs, and attitudes affect Internet use indirectly. These seven variables account for approximately 58.6% of the variance of Internet use. Teacher training appears to be the most prominent determinant of Internet use and it is also a major factor identified in the qualitative findings. Time-intensive, feeling of uncertainty, and institutional support are other major barriers discovered from the qualitative study.; In summary, both the quantitative and the qualitative findings show that long-term goals and vision are necessary for technology implementation in language teaching. Continuous professional development programs focused on technology application in language instruction is imperative. A comprehensive plan, a professional learning community, and the necessary support are crucial for the technology integration into instruction.