Enhancing Pre-Service English as a Foreign Language Teachers' Self-Efficacious Belief in the Use of Web 2.0 Tools
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| Title: | Enhancing Pre-Service English as a Foreign Language Teachers' Self-Efficacious Belief in the Use of Web 2.0 Tools |
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| Language: | English |
| Authors: | Gülten Genç (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2025 19(1):210-220. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Language Teachers, Second Language Instruction, English (Second Language), Self Efficacy, Beliefs, Student Attitudes, Technology Uses in Education, Web 2.0 Technologies, Curriculum Design, Technology Integration, Undergraduate Students, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasiexperimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants' knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457231 |
| Database: | ERIC |
| Abstract: | This study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasiexperimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants' knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. |
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| ISSN: | 2089-9823 2302-9277 |
