Abstract
Technology has already been one of the most important aspects of classrooms. The purpose of this study is to examine the perception of learners on technology integration in English Language teaching classroom through online applications and tools. This is a quantitative study and survey design was preferred due to nature of our study. The questionnaire was taken from another research and adapted accordingly. It was conducted on 124 preparatory class students in a state university in Turkey. Students were asked to state their opinion on each item of the questionnaire based on a five-degree Likert scale. To analyze data, descriptive analysis was used by calculating frequency, mean and standard deviation of each item with the help of SPSS 23. With regard to technology, findings indicated that students favor the integration of technology into language learning environments through online tools. It was also important for them to be a part of computer-assisted activities. Overall, the findings demonstrated that students were already willing to welcome online applications and tools with open arms and their attitude towards frequent use of technology in EFL classrooms might well be related to their professional affiliation. Necessary suggestions were put forward at the end of the study.
Highlights
The latest developments in information and communication technologies (ICT) have affected in-class activities to a great extent and many different implementations have emerged
The current study investigates the attitudes of Turkish expected to helpEnglish as foreign language (EFL) students towards technology use and their expectations from tech-rich learning environments
The current study mainly focused on getting to know the attitudes of Turkish EFL students’ expectations from and towards learning English as a foreign language in a tech-rich learning environment by utilizing Web 2.0 tools such as Quizlet, Quizizz, Padlet, Educaplay, and Edpuzzle
Summary
The latest developments in information and communication technologies (ICT) have affected in-class activities to a great extent and many different implementations have emerged . Various technology tools that can be used in education have been and are still developed and introduced for an advanced teaching process, which, in return, is expected to help. Achieving it is likely to be a quite difficult journey, and there are some necessary steps to be taken which consist of two phases: the first step is to successfully integrate ICT into national education policies and systems. Balogun and Yusuf (2011) state such an integration is mostly dependent on the competence and on the attitude of teachers towards the role of modern technologies in teaching and learning. Into language classroom on the one hand and students as the user of these tools on the other hand put great emphasis on exploring the students' attitude towards technology and its merits and demerits on language learning process" (Izadpanah & Alavi, 2016). The focus of this study is to highlight the second step more vividly so that policy makers, teachers, and teacher-trainers will benefit from it
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