Pixel International Conferences

To meet the requirements of the world rapid high-tech growth, it has become imperative to use technology in EFL classrooms to enhance language learning and to equip students with the necessary skills and competences. Although many researchers (Chen, 2008; Son, 1998; Rico and Vinagre, 2000) recommended the use of computer assisted language learning, little attention has been paid to how teachers perceive Internet assisted language teaching (IALT) in EFL classrooms. In fact, without technologically qualified teachers able to integrate IALT in the classroom, the outcome will not improve students’ learning skills. The aim of the current research is to investigate Moroccan teachers’ perception of and self-efficacy on IALT. A quantitative analysis was conducted and a questionnaire was designed for the English department teachers at Faculty of Arts and Humanities, Beni Mellal. The major finding indicates that most EFL teachers view IALT positively and believe in its role to promote English language learning; However, about one third of the respondents are unsure about their ability to use it adequately in the classroom.

Keywords: Foreign Language (EFL), Higher education, Internet Assisted language Teaching (IALT), Teachers perception.

References:

[1] Chen, Y.L. (2008) ‘A mixed-method study of EFL teachers’ Internet use in language Instruction’, Teaching and Teacher Education, Vol. 24, No.4, pp. 1015-1028.
[2] Rico, G.M. And Vinagre, A.F. (2000) ‘A comparative study in motivation and learning through print-oriented and computeroriented tests’, Computer-Assisted Language Learning, Vol. 13, No. 4-5, pp. 457-465.
[3] Son, J.-B. (1998). Understanding hypertext: A discussion for TEFL. English teaching , 53(3), 113-124.