ESL Teachers' Perceptions towards the use of Computer Technology in Higher Education Classroom

Abstract

In response to the spread of COVID-19, numerous countries implemented extensive lockdowns and other forms of social isolation. The closure of educational institutions caused a shift towards greater reliance on digital resources. In that context, the current study aims to identify the factors that affect higher education ESL teachers’ perceptions of technology. The study adopted a grounded methodology to guide its analysis of the qualitative data collected through semi-structured interviews with 18 participant teachers. Theoretical sampling was used as the data collection progressed, with a focus on higher education EFL teachers who teach the foundation year in Qatari higher education institutions. The conceptualisation of technology integration factors presented in this thesis derives from teachers’ identification of the factors that form their perceptions of technology and the degree to which those factors affect teachers’ actual technology integration. Therefore, the principal aim of the current study is to advance the literature on technology integration by connecting the macro power of technology to several user and institutional characteristics moderated by factors relating to ease of use. The result is a grounded methodology that can help inform and improve practice in higher education by enabling teachers to use technology more effectively in their classes. The research findings point to the criticality of factors related to the power of technology, ease of use, user characteristics and institutional characteristics.

Date of Award	4 Dec 2023
Original language	English
Awarding Institution	University of Bath
Supervisor	Simon Hayhoe (Supervisor) & Jim Hordern (Supervisor)