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Technology integration in EFL classrooms: A study of Qatari independent schools

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Abstract

The purpose of this study was to examine the impact of teachers’ individual characteristics and perceptions of environmental factors on the extent of technology integration into EFL (English as a Foreign Language) classrooms. To this end, a national survey examining EFL teachers’ perceptions was conducted at Qatari Independent Schools. A total of 263 teachers responded to the survey, which investigated technology availability and support, teachers’ value and self-efficacy beliefs, obstacles to technology integration, and formal technology preparation. The analysis of the data included descriptive statistics and multiple linear regression analysis determining the relationship among these factors. Teachers revealed consistent perceptions about obstacles to integration, high levels of confidence in using technology, and consistent beliefs about the importance of using technology as a learning tool. The extent of technology integration was predicted by technology availability, perceived importance, and formal training. The findings can assist with the technology advancement and development efforts in reform communities, similar to the Qatari context, by indicating the areas of strength and areas where additional efforts are needed. The results will lay the foundation for policymakers, teacher educators and professional development providers about current aspects and pending issues determining technology integration, thus enabling them to make better-informed decisions.

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Acknowledgments

The authors would like to thank Dr. Nancy Jane Allen for her insightful remarks in revising the paper.

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  1. Department of Education, Qatar University, Al Jamia St, Al Tarfa, 2713, Doha, Qatar

    Youmen Chaaban & Maha Ellili-Cherif

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  1. Youmen Chaaban
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  2. Maha Ellili-Cherif
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Correspondence to Youmen Chaaban.

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Chaaban, Y., Ellili-Cherif, M. Technology integration in EFL classrooms: A study of Qatari independent schools. Educ Inf Technol 22, 2433–2454 (2017). https://doi.org/10.1007/s10639-016-9552-3

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