The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration
Abstract
This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.References
Abdolahzadeh, E., & Nia, M. R. (2014). Language learning beliefs of Iranian learners: examining the role of English language proficiency. Procedia - Social and Behavioral Sciences 98, 22-28.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millenium learners in OECD countries (OECD Education Working Papers. No. 41). Retrieved 20 April 2016, from OECD Publishing http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2009)20&doclanguage=en
Apriyanti, D., Mantoro, T., & Ayu, M. A. (2014). Public school teachers' belief and attitude on teaching with technology to promote primary students' higher order thinking skills. Journal of Education and Technology 1(2), 47-55.
Behar, A., & Mishra, P. (2016). ICTs in schools: Why focusing policy and resources on educators, not children, will improve educational outcomes. In S. Dutta, T. Geiger & B. Lanvin (Eds.), The Global Information Technology Report 2015: ICTs for Inclusive Growth (pp. 73-78). Geneva: the World Economic Forum & INSEAD.
Butler, C. S. (1985). Statistics in linguistics. Oxford: Basil Blackwell.
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1), 65-75.
Cummings, A. (2008). Spanish teachers' beliefs and practices on computers in the classroom. Hispania, 91(1), 73-92.
Deng, F., Chai, C. S., Tsai, C., & Lee, M. (2014). The relationship among Chinese practicing teachers' epistemic beliefs, pedagogical beliefs, and their beliefs about the use of ICT. Educational Technology & Society, 17(2), 245-256.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dutta, S., Geiger, T., & Lanvin, B. (2015). The Global Information Technology Report 2015: ICTs for Inclusive Growth. Geneva: the World Economic Forum & INSEAD.
Erlenawati. (2002). Beliefs about language learning: Indonesian learners' perspectives, and some implications for classroom practices. Australian Journal of Education, 46(3).
Ertmer, P. A. (1999). Addressing First-and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423–435.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers' beliefs and uses of technology to support 21st century teaching and learning. In H. Fives & M. G. Gill (Eds.), International Handbook of Research on Teachers' Beliefs (pp. 403-418). New York: Routledge.
Fluck, A., & Dowden, T. (2011). On the cusp of change: examining pre-service teachers' beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning, 29(1), 43-52.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge, gaps, and recommendations for future research/. Educational Technology Research and Development, 55, 223-252.
Hillar, S. P. (2010). Moodle 1.9 English teacher's cookbook. Birmingham: Packt Publishing.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language studies. The Modern Language Journal 72(3), 283-294.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11(2), 149-173.
Johnson, K. (1994). The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching & Teacher Education, 10(4), 439-452.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning: is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.
Kemendikbud. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 dan 69 Tahun 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kennedy, M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4-12.
Khaloufi, Az-eddine & Laabidi, Hicham. (2017). An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom. Indonesian Journal of EFL and Linguistics, 2(1), 2017
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Klimova, B. F., & Kacetl, J. (2015). Hybrid learning and its current role in the teaching of foreign languages. Procedia - Social and Behavioral Sciences 182, 477-481.
Kumaravadivelu, B. (1991). Language-learning tasks: teacher intention and learner interpretation. ELT Journal, 45(2), 98-107.
Kuntz, P. (1996). Students of Arabic: beliefs about foreign language learning. Al-'Arabiyya, 29, 153-176.
Laabidi, Youssouf & Laabidi, Hicham. (2016). Barriers Affecting Successful Integration of ICT in Moroccan Universities. JELTL (Journal of English Language Teaching and Linguistics), 1(3), 2016
Lei, J. (2009). Digital natives as preservice teachers: what technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
Lim, C. P., & Pannen, P. (2012). Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise. Australasian Journal of Educational Technology & Society, 28(6), 1061-1067.
Liu, S. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educational Technology & Society, 15(4), 137-149.
Mahfouz, S. M., & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 206–227.
Markauskaite, L. (2007). Exploring the structure of trainee teachers' ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Education Tech Research Dev, 55, 547-572.
Martins, M. L. (2015). How to Effectively Integrate Technology in the Foreign Language Classroom for Learning and Collaboration. Procedia - Social and Behavioral Sciences, 174, 77-84.
Mellar, H., Kambouri, M., Logan, K., Betts, S., Nance, B., & Moriarty, V. (2007). Effective teaching and learning using ICT. London: the National Research and Development Centre for Adult Literacy and Numeracy.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Nikitina, L., & Furuoka, F. (2006). Re-examining Horwitz’s beliefs about Language Learning Inventory (BALLI) in Malaysian context. Electronic Journal of Foreign Language Teaching 3(2), 209-219.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321-1335.
Öz, H. (2015). Investigating the relationship between foreign language learning and CALL attitudes among EFL freshman students. Procedia - Social and Behavioral Sciences 176, 1041 – 1049.
Park, S. H., & Ertmer, P. A. (2014). Impact of Problem-Based Learning (PBL) on teachers' beliefs regarding technology use Journal of Research on Technology in Education, 40(2), 247-267.
Prensky, M. (2001). Digital natives, digital immigrants On the Horizon (Vol. 9, pp. 1-6).
Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58, 449-458.
Prihatin, P. N. (2012). The Computer Integration Into the Efl Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into Elf Instruction to Encourage Students Language Learning Engagement. Unpublished Dissertation. Loyola University Chicago. Chicago, Illinois.
Rahimi, M., & Yadollahi, S. (2011). Foreign language learning attitude as a predictor of attitudes towards computer-assisted language learning. Procedia - Computer Science, 3(167-174).
Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59, 937-945.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL teachers' perceptions on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43.
Sutjiono, T. W. A. (2005). Pendayagunaan media pembelajaran. Jurnal Pendidikan Penabur, 4, 76-84.
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers' educational profiles and different types of computer use in the classroom. Computers in Human Behavior, 24, 2541-2553.
Toomey, R. (2001). Schooling Issues Digest No 2: Information and Communication
Technology for Teaching and Learning. Retrieved 21 April 2016 http://teresita-tereedelinaarmijos.blogspot.co.id/2008/12/schooling-issues-digest-no-2.html
UNESCO. (2014). Information and communication technology (ICT) in education in Asia: a comparative analysis of ICT integration and e-readiness in schools across Asia. Quebec: UNESCO Institute for Statistics.
Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre-Service EFL teachers in Thailand. Dissertation, Oklahoma State University, Oklahoma.
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of research on technology in education, 36(3), 231-250.
Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education Information and Technology, 11, 199-216.
Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millenium learners in OECD countries (OECD Education Working Papers. No. 41). Retrieved 20 April 2016, from OECD Publishing http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2009)20&doclanguage=en
Apriyanti, D., Mantoro, T., & Ayu, M. A. (2014). Public school teachers' belief and attitude on teaching with technology to promote primary students' higher order thinking skills. Journal of Education and Technology 1(2), 47-55.
Behar, A., & Mishra, P. (2016). ICTs in schools: Why focusing policy and resources on educators, not children, will improve educational outcomes. In S. Dutta, T. Geiger & B. Lanvin (Eds.), The Global Information Technology Report 2015: ICTs for Inclusive Growth (pp. 73-78). Geneva: the World Economic Forum & INSEAD.
Butler, C. S. (1985). Statistics in linguistics. Oxford: Basil Blackwell.
Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1), 65-75.
Cummings, A. (2008). Spanish teachers' beliefs and practices on computers in the classroom. Hispania, 91(1), 73-92.
Deng, F., Chai, C. S., Tsai, C., & Lee, M. (2014). The relationship among Chinese practicing teachers' epistemic beliefs, pedagogical beliefs, and their beliefs about the use of ICT. Educational Technology & Society, 17(2), 245-256.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Dutta, S., Geiger, T., & Lanvin, B. (2015). The Global Information Technology Report 2015: ICTs for Inclusive Growth. Geneva: the World Economic Forum & INSEAD.
Erlenawati. (2002). Beliefs about language learning: Indonesian learners' perspectives, and some implications for classroom practices. Australian Journal of Education, 46(3).
Ertmer, P. A. (1999). Addressing First-and Second-Order Barriers to Change: Strategies for Technology Integration. Educational Technology Research and Development, 47(4), 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423–435.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., & Tondeur, J. (2015). Teachers' beliefs and uses of technology to support 21st century teaching and learning. In H. Fives & M. G. Gill (Eds.), International Handbook of Research on Teachers' Beliefs (pp. 403-418). New York: Routledge.
Fluck, A., & Dowden, T. (2011). On the cusp of change: examining pre-service teachers' beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning, 29(1), 43-52.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge, gaps, and recommendations for future research/. Educational Technology Research and Development, 55, 223-252.
Hillar, S. P. (2010). Moodle 1.9 English teacher's cookbook. Birmingham: Packt Publishing.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language studies. The Modern Language Journal 72(3), 283-294.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11(2), 149-173.
Johnson, K. (1994). The emerging beliefs and instructional practices of pre-service English as a second language teachers. Teaching & Teacher Education, 10(4), 439-452.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning: is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.
Kemendikbud. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65 dan 69 Tahun 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.
Kennedy, M. (1997). The connection between research and practice. Educational Researcher, 26(7), 4-12.
Khaloufi, Az-eddine & Laabidi, Hicham. (2017). An Examination of the Impact of Computer Skills on the Effective Use of ICT in the Classroom. Indonesian Journal of EFL and Linguistics, 2(1), 2017
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Klimova, B. F., & Kacetl, J. (2015). Hybrid learning and its current role in the teaching of foreign languages. Procedia - Social and Behavioral Sciences 182, 477-481.
Kumaravadivelu, B. (1991). Language-learning tasks: teacher intention and learner interpretation. ELT Journal, 45(2), 98-107.
Kuntz, P. (1996). Students of Arabic: beliefs about foreign language learning. Al-'Arabiyya, 29, 153-176.
Laabidi, Youssouf & Laabidi, Hicham. (2016). Barriers Affecting Successful Integration of ICT in Moroccan Universities. JELTL (Journal of English Language Teaching and Linguistics), 1(3), 2016
Lei, J. (2009). Digital natives as preservice teachers: what technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
Lim, C. P., & Pannen, P. (2012). Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise. Australasian Journal of Educational Technology & Society, 28(6), 1061-1067.
Liu, S. (2012). A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educational Technology & Society, 15(4), 137-149.
Mahfouz, S. M., & Ihmeideh, F. M. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency. Computer Assisted Language Learning, 22, 206–227.
Markauskaite, L. (2007). Exploring the structure of trainee teachers' ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Education Tech Research Dev, 55, 547-572.
Martins, M. L. (2015). How to Effectively Integrate Technology in the Foreign Language Classroom for Learning and Collaboration. Procedia - Social and Behavioral Sciences, 174, 77-84.
Mellar, H., Kambouri, M., Logan, K., Betts, S., Nance, B., & Moriarty, V. (2007). Effective teaching and learning using ICT. London: the National Research and Development Centre for Adult Literacy and Numeracy.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Nikitina, L., & Furuoka, F. (2006). Re-examining Horwitz’s beliefs about Language Learning Inventory (BALLI) in Malaysian context. Electronic Journal of Foreign Language Teaching 3(2), 209-219.
Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321-1335.
Öz, H. (2015). Investigating the relationship between foreign language learning and CALL attitudes among EFL freshman students. Procedia - Social and Behavioral Sciences 176, 1041 – 1049.
Park, S. H., & Ertmer, P. A. (2014). Impact of Problem-Based Learning (PBL) on teachers' beliefs regarding technology use Journal of Research on Technology in Education, 40(2), 247-267.
Prensky, M. (2001). Digital natives, digital immigrants On the Horizon (Vol. 9, pp. 1-6).
Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58, 449-458.
Prihatin, P. N. (2012). The Computer Integration Into the Efl Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into Elf Instruction to Encourage Students Language Learning Engagement. Unpublished Dissertation. Loyola University Chicago. Chicago, Illinois.
Rahimi, M., & Yadollahi, S. (2011). Foreign language learning attitude as a predictor of attitudes towards computer-assisted language learning. Procedia - Computer Science, 3(167-174).
Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59, 937-945.
Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103-112.
Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL teachers' perceptions on using ICT in their teaching: To use or to reject? Teaching English with Technology, 15(4), 29-43.
Sutjiono, T. W. A. (2005). Pendayagunaan media pembelajaran. Jurnal Pendidikan Penabur, 4, 76-84.
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers' educational profiles and different types of computer use in the classroom. Computers in Human Behavior, 24, 2541-2553.
Toomey, R. (2001). Schooling Issues Digest No 2: Information and Communication
Technology for Teaching and Learning. Retrieved 21 April 2016 http://teresita-tereedelinaarmijos.blogspot.co.id/2008/12/schooling-issues-digest-no-2.html
UNESCO. (2014). Information and communication technology (ICT) in education in Asia: a comparative analysis of ICT integration and e-readiness in schools across Asia. Quebec: UNESCO Institute for Statistics.
Vibulphol, J. (2004). Beliefs about language learning and teaching approaches of pre-Service EFL teachers in Thailand. Dissertation, Oklahoma State University, Oklahoma.
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of research on technology in education, 36(3), 231-250.
Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education Information and Technology, 11, 199-216.
Published
2017-06-24
How to Cite
Inayati, D., & Emaliana, I. (2017). The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration. Dinamika Ilmu, 17(1), 83-99. https://doi.org/10.21093/di.v17i1.664
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Articles
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