Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs

Abstract

Information and communications technology (ICT) plays an important role in teaching and learning English as a Foreign Language (EFL) at school. However, there are still relevant research gaps regarding (prospective) teachers’ attitudes and approaches towards ICT-assisted EFL teaching and learning. The present study examined possible different groups of pre-service teachers based on patterns regarding their approaches to ICT-assisted EFL teaching and learning and associations with study level and value and self-efficacy beliefs based on a sample of pre-service EFL teachers from various universities in North Rhine-Westphalia (Germany). Results from a cluster analysis identified three distinct clusters of pre-service teachers who differed significantly in their transmissive and constructivist approaches to ICT-assisted EFL teaching and learning. Cluster allocation varied significantly depending on participants’ study level. Further cluster comparisons also partly indicated significant associations between participants’ transmissive and constructivist beliefs and their value beliefs regarding ICT-assisted EFL teaching and learning. Participants’ self-efficacy beliefs regarding ICT-assisted EFL teaching did not vary significantly between different clusters of pre-service teachers. Possible implications are discussed conclusively.