Technology in the EFL Classroom

Using Technology in TEFL: A Student-Teacher Motivating Process

Samir M RammalDepartment of Languages and Translation, Birzeit University

[email protected]

2013

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mailto:[email protected]

AbstractIn this research, I will examine a variety of techniques, strategies, and macro technological strategies which teachers can employ in order to motivate their students and thus becomemotivated to teach English as a foreign language. Even though there have been a lot of education-oriented publications providing taxonomies of classroom-specific motives, they fall short of offering an efficient guide to practitioners. The reason for choosing this research topic emerged from my personal interest and belief in technology as a motivating teaching-learning process and the lack of technology use in the classrooms at local educational institutes in Palestine. Thus, my main goal is to familiarize any putative “practitioners” with a set of techniques and strategies (henceforward, “motivational strategies”) for motivating foreign language students with special emphasis on the Palestinian teaching-learning environment in both Hebron and Al-Quds Universities. The participants in the study have been selected among both EFL teachers and students at Hebron University and Al-Quds University. The research questions havebeen based on:First, diagnosis of the present situation to target and release the real causes of the problem of motivation by using technology in the EFL classroom. Second, feasible and workablesolutions; hence, the study has addressed the following grand-tour research questions:

1. Is technology an effective motivator in EFL classes?2. What is the ratio of students who support technology for

good motivation in EFL classes?3. What are the most effective technological software

programs that can be used in EFL classes?4. Should language teachers use different technological

devices in order to increase their students’ motivation?

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1. Research Framework at a Glance: Based on the aforementioned overall assumptions, the followingwill be the guidelines of the intended research project:* Power in the classroom* Group processes and motivation* A framework of motivational strategies* Creating the basic motivational conditions* A pleasant and supportive classroom atmosphere* Cohesive learner group norms* Generating student motivation* Increasing the learners’ goal orientedness* Making the curriculum relevant for learners* Creating realistic learner beliefs* Maintaining and protecting motivation* Increasing the learners’ self-confidence* Creating learner autonomy* Encouraging positive self-evaluation even it were a risk-taking process* Increasing learner satisfaction and the question of rewards and grades

2. Introduction and Literature Review: Before discussing some of these motivational strategies, it would be of relevance to say a few things about the teacher/learner relationship. Whichever way we look at it, this relationship is most often characterized by power and status. For many, power plays a large part in the rights and duties of both teachers and learners. For instance, many teachers might assert that they have the right to punish thoselearners who are presumptuous and have negative attitudes toward learning or show no motivation for learning. In any social encounter, involving two or more people, there are certain power relationships (Wright, 1987) said “which are almost always asymmetrical” (p. 17). Social psychologists distinguish between three different types of power—coercive, reward-based, and referent (ibid.). The basis of coercive power is punishment. Some individuals or institutions have theauthority to punish others. The basis of the second type of power is reward. Some individuals or institutions have the power to reward what they deem appropriate behavior. For

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example, business organizations reward employees with a salary, a bonus etc. The basis of the third type of power is motivation. In this case, individuals or institutions appeal to the commitment and interest of others. In view of this three-fold paradigm, it is of importance to concern ourselves,as educators, with the fostering of learner motivation, as it is considered to be the most effective and proactive, so to speak, power relationship.

A close scrutiny of the educational system at the school levelin Palestine provides us with a clear picture of what goes on in the EFL classrooms. As mentioned above, the teacher/learnerrelationship is an extension to what goes on at home (i.e., ismost often characterized by power and status). Unfortunately, the traditional teaching methods that the older generations ofschool teachers acquired over time have been handed down from one generation of school teachers to another despite the fact that there have been serious attempts to create an up-to-date EFL curriculum by a national team of expert teacher educators in the field. This inherited teaching system stands as an obstacle in the way of the younger generation whose knowledge in technology most often exceeds that of their teachers. Consequently, and in order to cope with the most recent demands of the “digital natives”, the “immigrants” need to work out their professional development. This will definitely equip EFL teachers with the most recent teaching-learning strategies to be employed in the EFL classroom which, in turn,would promote better teaching-learning environments.

Rammal (2009) discussed EFL teacher’s role and emphasized thatsuccess in teaching, in general and in language in particular,does not only depend on the new methodological innovations andtextbooks which are designed to teach language, but also on realizing a number of teaching prerequisites including: learner’s needs and motivation, teacher’s self-evaluation and self-development, and implementation of the latest teaching media and materials that help in the teaching-learning process(p.105). Eid (2009) recommended the use of computers as “a language learning tool- just as any other piece of equipment i.e., tape recorder, VCR, blackboard, etc.” (p.37). Nevertheless, teachers should not opt for technology before

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they get acquainted with the equipment s/he is intending to use. Brand (1988) advised that if technology is to be used by students, then teachers must possess the confidence, understanding, and skills to effectively incorporate technology into their teaching practices. This only occurs by providing adequate training and development for teachers. “Research in classroom motivation has found that certain strategies can help students adopt more positive attitudes andbecome more motivated in the learning process.” This study investigates the perceptions through surveying both students and teachers’ views in EFL teaching environments in Hebron andAl-Quds universities with the intention to diagnose the real causes of the problems that hinder these students’ learning inthe English classes related to motivation.

Lile (Jan. 2002) claimed that “Motivation is the key to all learning” (p. 2). He also believes that “Lack of motivation isperhaps the biggest obstacle faced by teachers, counselors, school administrators, and parents. Behavioral problems in theclassroom often, or always, seem to be linked to the lack of motivation.” Peters (2002) stated that, "academic achievement is more a product of appropriate placement of priorities and responsible behavior than it is of intelligence" (p. 2). Intelligent students are often out-performed by less bright students with high motivation. If a student is motivated enough he/she can accomplish learning at any level.

3.1. Technology as an Effective Means of Motivation:

A) Intrinsic MotivationThe essential idea of motivation is to capture the learner's attention and curiosity and gear his/her energy towards learning. Intrinsic motivation springs from within the studentlearner. Lumsden (2000) emphasized that an intrinsically motivated student studies because he/she wants to study. The material is interesting, challenging, and rewarding, and the student receives some kind of satisfaction from learning. But we teachers often ask ourselves the question: “Do we really have such students in our EFL classes?” The obvious answer is

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“Yes, of course, we always have a punch of them in every class; students who never miss a class or homework. However, motivated students do not usually constitute a remarkable percentage of the classes we teach. Consequently, teachers arerequired to dig for workable as well as accessible mean of motivation that would invite more and better learning including adopting technology as a means for communicating academic information.

“From personal experience with motivated students,” an instructor at Hebron University said “I discovered that they prefer tasks that are moderately challenging. They demand moreeffort from themselves and have a need for deep understanding.” Therefore, to have an intrinsically motivated student should be the goal of all planned motivational development.

B) Extrinsic MotivationLumsden (2000) said that an extrinsically motivated student studies and learns for other reasons. Such a student performs in order to receive a reward, like graduating or passing a test or getting a new shirt from mom, or to avoid a penalty like a failing grade. This kind of motivation is most applicable to Palestinian students at both school and university levels. My extrinsically motivated students reflectsigns of being intrinsically motivated, but in general, they are inclined to put forth the minimal effort necessary to get the maximal reward. Another teacher at Al-Quds University said: “when I give an assignment in class, they often try to chat with their friends or fail to get started, but if I say this will be taken up and graded, they are often the first to finish.” Their intrinsic motivation appears when the material is of great importance to them, or something that leads to a reward they are awaiting for including a high grade, a gift, or even a word of praise for students at all levels appreciatebeing praised or even rewarded in a form or another. “In orderto stimulate intrinsic motivation in my students whom I most often feel ready to take this kind of motivation,” claimed a third teacher at Al-Quds University, “I approach them from thepoint of view that their work and effort in a particular

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course shall be rewarded. Also, if I can stimulate them to getcurious about something, without them being distracted, they work hard at it so as to obtain the reward they are awaiting.”

Experienced teachers try to perceive the degree of their students’ motivation. Thus, it seems that when intrinsic motivation is low or absent, extrinsic motivation must be usedbecause when used together they perfect students’ learning andare perfected by suitable educational tasks. For example, extrinsic motivation can, and should, be used with intrinsically motivated students, too. Lumsden (2000) remindedus that If students aren't given a reward or credit for their efforts, and no feedback is given to the student, then most students' intrinsic motivation would begin to decrease. Lumsden’s view is a true reflection of what most teachers in Palestinian universities see going on in their EFL classes. Insuch cases, it becomes the teacher’s responsibility to look for motivating activities, strategies, and techniques to implement in their EFL classes.

Teachers, therefore, should always perceive their students’ needs and approach them using motivating methods that implement technology inside and outside the classroom. Proper instruction, a well planned lesson, fun, positive anxiety, anddynamic classroom activities are positive and effective factors that encourage more class interaction. To conclude this section, we must always remember that motivation is the backbone of any classroom. When the students are motivated, the teacher can perform his/her job at best. A teacher can do a lot to improve the students' motivation, and the effort involved is an essential part of the teaching profession. Finally, as both an instructor and researcher I really believethat only a motivated teacher can create a positive learning environment from which students can benefit a great deal.

3.2. Definition of Technology: According to Merriam Webster technology is “the practical application of knowledge in a particular area.” Whereas, Wikipedia defines the term s being “…usage and knowledge of tools and craft…” “…a consequence of science and engineering. According to Oxford Advanced Learner’s Dictionary the word

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technology refers to “the application of scientific knowledge for practical purposes, especially in industry: advances in computer technology.” Again, Businessdictionar.com defines technology as: “the purposeful application of information in the design, production, and utilization of goods and services,and in the organization of human activities.”

Effective technology programs encourage students to be productive, innovative and enterprising. This involves generating ideas and taking action, as well as developing techniques and products that satisfy human needs.

Students learn about materials, information and systems, and the processes by which they are employed. They consider the resources, equipment and techniques that are relevant to the context in which they are working. Students examine the context of a task or activity to determine needs and opportunities and to relate what is known to what might be done. They make, organize, modify techniques and products, andcommunicate their plans to others. They appraise technologies with which they have had no direct or first-hand experience and reflect on what has been done and how it can be improved. The process that does designing, making, and appraising is central to technology. According to Business Dictionary, “Technology is generally divided into five categories. (1) Tangible including: blueprints, models, operating manuals, prototypes. (2) Intangible: consultancy, problem-solving, and training methods. (3) High: entirely or almost entirely automated and intelligent technology that manipulates ever finer matter and ever powerful forces. (4) Intermediate: semi-automated partially intelligent technology that manipulates refined matter and medium level forces. (5) Low: labor-intensive technology that manipulates only coarse or gross matter and weaker forces.”Read more: http://www.businessdictionary.com/definition/technology.

3.3. Types of Technical Means and the Use of Technology: Despite the fact that motivating learners is a global educational problem and a challenging matter for teachers in general and for English as a Foreign Language (EFL) teachers in particular, Palestinian EFL teachers have to deal with this

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demanding challenge so as to motivate their students learn English in a non-English language speaking environment. Therefore, using or employing teaching strategies which utilize technology could be the remedy for this prevalent dilemma.

The literature comprises an endless list of means that combinetechnology and other instructional means that can be availablefor EFL teachers to utilize and motivate students to learn English language skills rather than memorizing rules. These can include the following examples:

3.4. Critical Thinking: Utilizing critical thinking-based EFL lessons encourages student engagement in EFL classes. Prapia (2012) recommended that EFL teachers should explore how and to what extents critical thinking-based EFL lessons facilitate students’ language learning and their engagement in English communication courses at the university level. The findings ofJantrasakul Prapia’s study show that critical thinking-oriented EFL lessons, to a large extent, empowered the students’ EFL learning. The observed classroom culture, coupled with written tasks disclosed that they felt no longer disenfranchised. The teaching approach initiated access to thetarget language use and the personal “voice” development, resulting in full engagement and willingness to take extra steps in their language learning. However, the language gainedover the year was marginally significant. Students’ language learning where critical thinking-related lessons can be incorporated reflected more students’ engagement and higher level of motivation than in adopting a traditional approach.

Advocates on critical thinking as a social practice argued that critical thinking is more socio-cultural practice, which is learned and practiced largely without consciousness or as Atkinson (1997) said, “through the pores” (p.73). Critical thinking is highly context-dependent and has physical and psychological embodiments of socio-cultural positions locally appropriate (through rearing and socialization, especially in childhood). Ramanathan & Atkinson, (1999); Ramanathan & Kaplan, (1996) asserted that several studies have shown that

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ESL students in the American educational setting are at disadvantage in academic writing due to the practice that theyare not actively encouraged to express their “voice” like their American counterpart. Critical thinking can be stimulated by authentic material downloaded from the internet.Besides, critical thinking in classroom activities can be introduced after EFL teachers bring slices from life into the classroom such as video-taped materials, films, or any pragmatic episodes that can be utilized to stimulate discussions and initiating debates among students.

3.5. Information Technology: The advancement in the world of the internet and information technology has left great impacts on almost every aspect of human life. The first and the most important outcome of this technological advancement pertain to the world of globalization. Globalization has changed human communication in the 21st century into a far more complex phenomenon so much so that the whole world has been turned into a small village. “Global economic issues,” said Paratai (2012) “to a large extent, have challenged and put urgent pressures for schools worldwide to redesign their curriculum and teaching practice in every subject at every level so as to improve students’ learning as well as to prepare a global citizen.” Language use, as a means of communication among people, belonging to diverse cultural backgrounds helps in playing the major role and medium of interaction. Consequently, bilingualism even multilingualism turned to be the one inevitable demand. Closednations found themselves lagging behind as far as their knowledge of other languages is concerned.

English is no doubt the most popular international means of communication in which a vast amount of internet entries is incorporated. Hence, EFL became the most demanded language variety for both instruction and communication in non-English speaking countries. Teaching English has also become an art and science at the same time that requires skills, knowledge, application, and suitable teaching methodology in most cases based on the use of technology.

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Ilte (2009) emphasized that for the last few decades, languageteaching approaches, methods, and techniques have been changing as a result of various factors (p. 1). As students need motivation, learning a foreign language is also becoming a challenging process and students always need all kinds of motivation and encouragement during this period. Therefore, technology might be one of the factors which increase both students’ and teachers’ positive anxiety and as Gebhard (1993)said “increase awareness for learning EFL” (p. 5). Adiyaman (2002) listed a number of one-way technological equipment thatcan be available to use in the EFL classrooms including: radio, TV sets, cassettes, CDs, DVD, and two-way of education technological equipment like e-mails, computers, interactive radio and television programs, teleconference, and internet video-conferences. Rammal (2000) introduced the notion of peer-response journal writing via email. “Online peer-responsejournals have communication purposes more than traditional writing goals.” (p.12). Yet in another place, Rammal (2006) stated that using video in the EFL/ESL classroom has been proven to be an effective means in teaching both young and adult learners. Video can be used in a variety of instructional settings---in classrooms, in distance learning sites where information is broadcast from a central point of learners who interact with the facilitator via video or computer, (p.71).

The use of technology provides a lot of advantages into the EFL classrooms. Ilte (2009) believed that students may have a chance to see the real world in the classrooms and thus becomeeasily motivated (p. 1). Ellis (1994) said “Creating challenging tasks and activities motivate the language learners. Effective language teachers shouldn’t be enthusiastic and creative because language learners can lose their motivation and desire easily”. According to Wang (2004),when language learners have desirable and real communication factors they can develop their language skills in the classroom. Hence, employing technology in the EFL classroom provides students and teachers with freedom and support that is likely to promote learning and motivation at the same time.Harmer (2007) pointed out that students can become more activeand dynamic learners by means of online education. Stepp-

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Granny (2000) claimed that technologically equipped classroomsincrease student’s motivation because of the interactive nature of the activity.

3.6. Rationale: Using Technology in the EFL Classroom: The reason for choosing this research topic emerged from my personal interest and belief in technology as a motivating teaching-learning process and the lack of technology use in the classrooms at local educational institutes in Palestine. Irecall more than fifteen years ago when I started studying in the PhD program, the internet was not quite as popular as it is now. However, I remember doing other activities in my English as a Second Language (ESL) class that aided me in communicating with other classmates and the professor. For example, I introduced a peer-response journal activity via email. Since peer-response journal writing was and is still believed to be one of the most useful interactive tools that can reshape ESL novice writers’ thought about writing, my initiation was greatly welcomed by both my classmates and the professor of the course. Consequently, I conducted an action research on this new writing notion during which the participants in the study expressed their appreciation for thenew notion as being workable, extremely useful, and motivatingfor writers and teacher facilitators alike, (Rammal, 2006).

Now, living and working in a non-native English speaking country, Palestine, and as a professor of English, I am well aware of what I did not have in my school years to learn English. The difference now, is that the internet and modern technology has done a wonderful job in bringing the rest of the world together all in the convenience of our home, office,or classroom. In my years of teacher training, the one thing that has been consistent is the importance of communicative language. Having worked in various language centers and English departments, there has always been a gray area regarding technology in the classroom to the extent that technology has become an over exaggerated educational issue. In addition, some people believe that using technology in the EFL classroom is an inevitable issue.

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3.7. Why should we embrace technology? From both teachers’ and students’ experiences in EFL settings,one can derive both advantages and disadvantages for using technological means in the classroom. Hence, technology can beembraced both by teachers and learners as being motivating, empowering more learning, fun providing, and a challenging process. It also has the following advantages:

1. Increases students’ involvement in classroom activities thus promoting more interaction, collaboration, and critical thinking.

2. Minimizes pressure and fear of involvement in relevant activities to the assigned syllabus since a student can work without being pressurized to do so in a given time.

3. Recycles content of a taught material. Technology can be utilized as a tool for recycling a content of a taught syllabus whereby students can practically apply the learned material in similar language situations; this canbe applicable to content-based educational materials, language structures, and vocabulary.

4. Allows students to work at their own pace a thing that provides them with a sense of security.

5. Applies to different learning styles among which studentsusually prefer to choose whatever suits their learning tastes.

6. Encourages social development, interaction, and relationsdepending on the selected learning tool. For example, Face-book, wikis, emails, discussion groups, and interactive discussion rooms could all be socially encouraging learning tools.

In addition to the aforementioned advantages, technology should be embraced as it provides the learners and teachers with the following: *Internet for resources & lessons.*Authentic audio & video*Skype/VoIP*Writing Tools –email/blogs/wikis*PowerPoint & IWBs

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*Moodle*Smart phones*And the list is long

3.8. Why should we sometimes avoid technology? Quotations from some teachers’ informal interviews with the researcher reflect their serious concern about the disadvantages of using technology in the EFL classrooms in general and at both Hebron and Al-Quds universities in particular. One of the instructors said: “the room is too small /awkward to teach in!” A second stated: “there’s not enough equipment!” A third claimed: “the computers/Internet always crash!” Yet a fourth complained: “it’s too difficult/ time consuming to plan!” A fifth admitted: “I can’t do it! The students know more than I do!” “You need the latest technology.” Asixth teacher exclaimed: “We don’t have any support,”“It’s too expensive!” Finally, a teacher concluded: “the Internet connection is blocked.” “You need to register to use the site.”

3.9. Technology: a Checklist: The following technology checklist could be a solution to the anticipated obstacles by both teachers and students:Reliable computers, with necessary softwareA reliable broadband Internet connectionAdditional peripherals –printer, scanner, cameraTraining on how to use the software and hardwareA technology booking timetableAppropriate room layoutA support network–technician or championGeneric school e-mail accountsA good lesson plan with a back-up plan!A positive attitude

4. Research Methodology:

4.1. Nature of the study : As a descriptive research, this study was conducted through a qualitative descriptive method. It, particularly, followed the

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ethnographic research tradition as Lauer and Asher (1988) described it:

Another kind of qualitative descriptive research is that which examines entire environments looking at subjects in context. This design derives primarily from phenomenology, anthropology, and sociology, which have argued for its importanceas research method to provide window on culture (p.39).

Based on the above ethnographic perceptions of research work, this study utilized data collection means including questionnaires and informal interactive teachers’ talk about their teaching experiences. The study also aimed to provide a detailed diagnosis of the existing problem of learners’ lack of motivation for learning English as a Foreign Language in Palestine with special emphasis on tertiary education at both Al-Quds University and Hebron University. Following the intended diagnosis, the study will attempt at providing pedagogical workable suggestions that will enhance motivation by introducing technology in the EFL classroom not only in thetargeted universities, but in other tertiary educational environments in Palestine.

Besides, the essential core of data collection aimed at understanding another way of looking at the various approachesEFL teachers resort to in the targeted Palestinian universities so as to investigate the felt and perceived needsof both instructors and students for adopting technology inside the EFL classrooms. The value of looking at the teaching context rather than theory and practice is that the description of what goes on in the EFL classroom would be moreuseful to the targeted teaching-learning environments because the goals are based on what it is the universities see as being important to its own success and to the students’. Yet, another objective was to learn from those who were directly involved in the EFL classes. Thus, instead of collecting data about those people and how they handled the EFL classes, the researcher sought to learn from them, and thus build up the findings of the study on whatever the participants already seeas more useful, workable, and motivating for them. In this way, the researcher chose to take what Agar (1980) called the “one-down position” and thus became a student who sought to

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learn from the participants about every relevant aspect to this study.

Finally, in approaching his research data collection and analysis, the researcher intentionally became “stranger-like” and distanced himself from what he believed to be familiar so that he could see it differently. This strategy provided the researcher as an investigator with the opportunity to see things differently, avoid unnecessary “preconceived notions” and judgmental views that he might have already developed about certain aspects relevant to the study, and grow beyond any biases in order to see things differently.

4.2. Participants: The participants in the study have been selected among both EFL teachers and students at Hebron University and Al-Quds University. The population was randomly selected as a representative group of university faculty and students; the number of which has been determined according to the volunteering available participants from both tertiary institutes. The student participants’ sample comprised both males and females between the ages of 19-21 and is a representative group of all university undergraduate students majoring in different disciplines. Sixteen male and female EFLteachers, 10 from Hebron University and 6 from Al-Quds University have volunteered to participate in the study.

4.3. Research Questions: The research questions have been based on:First, diagnosis of the present situation to target and release the real causes of the problem of motivation by using technology in the EFL classroom. Second, feasible and workablesolutions; hence, the study has addressed the following grand-tour research questions:


good motivation in EFL classes?

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7. What are the most effective technological software programs that can be used in EFL classes?

8. Should language teachers use different technological devices in order to increase their students’ motivation?

8.4. Data Collection Instruments: The researcher has employed:

1. Two questionnaire categories have been designed to investigate the currently adopted teaching-learning approaches versus the researchers’ suggested alternatives. The first questionnaire was designed for EFL teacher participants in the study, whereas the secondwas designed for student participants. (See appendices A & B)

2. An oral teachers’ talk about their teaching experiences has been also utilized in the data collection procedure of which the researcher chose significant views that pourin the pot of the study. In order for the investigator asa qualitative researcher to conduct an informal successful teachers’ talk about their on teaching experiences, he considered the following factors:a) He identified the basic elements of the talk thus

gearing it to take the form of an informal interview. Berg (1995) maintained that an interview is an effective method of collecting information for certain types of research questions and for addressing certain types of assumptions particularly when the researchers are interested in understanding the perception of participants and learning how participants come to attach certain meanings to phenomena or events. Thus, Teacher participants’ talk provided access to the sought information.

b) The researcher explicitly presented the purpose of the study at the very outset of each talk.

c) The researcher was also aware of approaching the participant teachers and getting them to talk by, (1) becoming friendly with them; (2) asking questions of personal interest; for example, What is it that you feel can contribute to the motivation of your students?Tell me about your personal teaching experience with EFL students; do you feel that when using technology

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students become more involved in what goes on in the classroom? Is technology for you a real aid of motivation?

Having the aforementioned consideration in mind, the researcher collected the data by talking to about 17 EFL teachers who provided the researcher with whatever experience they had. The researcher has also explicitly explained the purpose of the talk itself. Sellitz et al. (1959), Spradly (1979), Patton (1980), and Huglar & Polit (1993) suggested that researchers begin with a kind of outline listing all the broad categories they feel may be relevant to their study in general, and to the research questions in particular.

Consequently, some teachers exhibited more interaction and interest in this informal talk depending on their teaching experience. However, the researcher came to the a unanimous conclusion where all EFL teachers in both targeted universities agreed on adopting all available means of technology that perhaps would solve the problem of motivation in the EFL classrooms.

8.5. Data Analysis: Each data collection procedure/instrument was followed up by asuitable data analysis procedure:

The hypothesis thus has logically diagnosed the existing problems pertaining to the lack of motivation in the EFL teaching-learning process. The major hypotheses in this study are:

1. Using technology in the EFL classroom can solve the problem of the lack of motivation to teach and learn English in a non-English native speaking educational environment.

2. Using technology in the EFL classroom is a first priorityfor both teachers and students in the targeted universities.

The questionnaires have been utilized to collect data for boththe causes of the problem of motivation and to suggest solutions and problem solving.

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The data have also been statistically analyzed so as to see the real size of the problem caused by lack of motivation in the teaching-learning process in relation to using technology in the EFL classroom.

The data have been categorized, analyzed, and presented in accordance with the following postulated research questions:


good motivation in EFL3. What are the most effective technological software

programs that can be used in EFL classes?4. Should language teachers use different technological

devices in order to increase their students’ motivation?

After the researcher classified the data into categories, subcategories, and subject matters, he read the data and grounded themes and hypotheses to the data. For example, the researcher read the participants’ answers to context research questions corresponding to students’ need for using technologyin the EFL classroom as a motivational instrument as one domain. Then he created the category need for technology in the EFL classroom which answers research question number 2 above. Then,the researcher created another category technology as an effective motivator in the EFL classroom which provides an answer to the research question number 1 above. Besides, the researcher created another subcategory pertaining to the third research question: the most effective technological software programs that can be used in the EFL classrooms. Finally, a forth subcategory was added to provide answer to the research question number 4 above: Should language teachers use different technological devices in order to increase their students’ motivation?

4.4. Results, Findings, and Recommendations: These parts of the study will be submitted to include practical solutions and problem solving that would include suggestions to build on whatever results and findings might come out of this study. However, the main objective will be todiagnose the existing problems and suggest workable solutions.

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a) Students’ Responses: The nature of this study seemed to require that the researcher looks not only at general trends pertaining to the student participants in both targeted universities as two, somehow, different teaching environments, but also more specifically at what teacher participants thought could be useful. Appendix C shows the results of the student participants’ answers to the questionnaire at Hebron University as a group. What was surprising to me was that one can still see a particular kind of resistance to using technology inside the EFL classroom as being a hindrance of comprehension where 18% of the participants believed that theycan’t understand language better when their teacher uses technology inside the EFL classroom. Moreover, 20% of the participants believed that technology can be boring, time consuming, and unnecessary. All other question resulted in at least two- thirds of the participants responding within eitheragree or neutral range. To me, this indicated that although the literature stated that beliefs are different across cultures, the participants in my study had surprisingly similar answers as they belong to almost a homogeneous cultural background being exclusively Palestinians.

This must be viewed in light of the fact that all of the students have had little experience in technology due to the fact that a number of factors played a great role in this respect including:

1. Overcrowded classes with not less than 35 students jammedup in a narrow classroom where moving for the purpose of interaction with the rest of the class becomes rather impossible.

2. Teachers resort to the traditional teaching methods either because of the fact that they haven’t received anytraining in using technology, or because the university administration cannot afford to equip classrooms with theminimum technological means.

What has been applicable to Hebron University has also been proven true of the situation at Al-Quds University with differences concerning the use of online activities at the

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communication/basic courses level. In this respect, Al-Quds University EFL instructors utilized MOODLE as online software to interact with the students registering for those courses. The results might have proven more interesting if the researcher had administered the survey at the students majoring in English only. However, such a study could be one of the recommendations for other researchers to consider for future research work.

The most surprising result of all questions was almost the total agreement on the part of the participants in both targeted universities regarding question 11: Films, videos, CD’s, and e-learning can be helpful to develop my language skills. For this question 95% of the participants answered, either agree: (105) neutral (7) and (4) disagree. This was theonly question in which the majority of the respondents fell into the same answer category. The closest questions to 11 arequestions 1 (87) agree which addresses the use of technology in the EFL classroom as a motivating means (26) Neutral and only two (Disagree). Again, these results might have been morediverse if the study had focused on students majoring in English. If we look at the participants according to their majors, school backgrounds, and family social and economical status, the results would seem a little more interesting. For example,researchers almost agree on the impacts teachers leave on their students overall knowledge. The more qualified and experienced the teacher, the more competitive their students are. There are almost similar impacts which could be traced onthe learner from his social and economical backgrounds. Parents who can afford to supplement for their children’s needs usually help them become more exposed to the world of knowledge thus expanding their children’s perceptions of the world in which they live acquiring more knowledge in almost everything.

In most ESL/EFL situations teachers can expect to have a heterogeneous group of students, so attempts to incorporate students’ needs into a lesson prove difficult, especially whenindividual differences are combined with social and economical

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differences. Although from such a small number of participantsit would be difficult to draw any real conclusions, some insights came from this study. The two largest groups of EFL students are those from Al-Quds University and Hebron University. However, the results of the study didn’t totally support the research hypotheses. When viewed in comparison, there is no definite trend totally applicable to the two groups despite the fact that their answers to most questions reflected no significant differences. For question 14, “My teacher should use more technology”, more students agreed at Al-Quds University (40 agreed) than at Hebron (32 agreed). Finally, question 17: “using technology in the EFL classroom deprives me of some human feelings,” more students at Al-QudesUniversity answered with agree (34) compared with (10 agree) at Hebron University. The students’ answers to question 1 in the questionnaire reveal the surprising fact that only 66.66% of student participants at Al-Quds University believed that using technology in the EFL classrooms increases their motivation, whereas the case of Hebron University seemed to beextremely different for 90% of the participants agreed. The answers to the first question provides a summing up for the first hypothesis; i.e. the is good evidence that although the majority of students believed that using technology can increase motivation, still almost one-third of student participants resent using technology.

Table No.1 bellow provides Al-Quds University students’ answers in numbers which are converted into percentage: No. Question Agre

eNeutral

Disagree

1 Using technology in our language classrooms increases my motivation.

40=66.66%

18=30%

2=3.33%

2 We should use technology in our classroom for every lesson.

21=35%

32=30.53%

7=11.66%

3 Authentic materials downloaded from the internet make me active in the learning process.

34=56.66%

23=30.33%

3=5%

4 Computer-based teaching activities make the lessons more enjoyable.

42=70%

13=21.66%

5=8.33%

22

5 Technology can be boring, time consuming, and unnecessary.

5=8.33%

18=30%

37=61.66%

6 I can understand language better when my teacher uses technology in the class.

37=61.66%

16=26.66%

7=11.66%

7 We always need technological devices in language classrooms.

18=30%

39=65%

3=5%

8 Different technological devices shouldbe used in the class to increase my motivation for learning English.

37=61.66%

19=31.66%

4=6.66%

9 If my teacher uses power point presentations, lessons can be more enjoyable.

34=56.66%

20=33.33%

6=10%

10 When we use technology every time, it makes the lessons boring.

12=20%

36=60%

12=20%

11 Films, videos, CDs and e-learning can be helpful to develop my language skills.

51=85%

5=8.33%

4=6.66%

12 I should use technology during my project works in EFL classes.

35=58.33%

23=30.33%

2=3.33%

13 If we have a chance of teleconferencing via distance education with other universities, it can be challenging for me.

47=76.33%

11=18.33%

2=3.33%

14 My teacher should use more technology in the classrooms.

40=66.66%

16=26.66%

4=6.66%

15 Computer-based lessons are more enjoyable and effective than traditional lessons.

38=63.33%

18=30%

4=6.66%

16 I prefer to learn English using the blended learning approach.

12=20%

38=63.33%

10=16.66%

17 Using more technology in the EFL classroom deprives me of some human feelings.

34=56.66%

15=25%

11=18.33%

18 Using technology in the EFL classroom helps me acquire native-like accent

30=50%

20=33.33%

10=16.66%

19 Learning English by being exposed to authentic audio-visual materials help

35=58.33

21=35%

4=6.66%

23

me acquire the target language culture.

%

20 Using technology in this part of the world can be frustrating.

31=51.66%

14=23.33%

15=25%

Table No.2 bellow provides Hebron University students’ answers in numbers which are converted into percentage: No. Question Agre

eNeutral

Disagree


45=90%

5=10% 0=0%


20=40%

27=54%

3=6%


30=60%

17=34 3=6%


42=82%

6=12% 2=4%


1=2% 5=10% 44=88%


24=48%

18=36%

8=16%


23=46%

22=44%

5=10%


38-76%

9=18% 3=6%

9 If my teacher uses power point presentations, lessons can be more

40=80%

9=18% 1=2%

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enjoyable.10 When we use technology every time, it

makes the lessons boring.3=6% 22=44

%25=50%


48=96%

2=4% 0=0%


25=50%

23=46%

2=4%


32=64%

16=32%

2=4%


30=60%

19=38%

1=2%


40=80%

7=14% 3=6%


37=74%

20=40 3=6%


9=18%

36=72%

5=10%


33=66%

15=30%

2=4%

19 Learning English by being exposed to authentic audio-visual materials help me acquire the target language culture.

32=64%

17=34%

1=2%


14=28%

22=44%

14=28%

25

b) Teachers’ Responses:The total population of teacher participants in the study was 16 teachers from both targeted universities; 6 from Al-Quds University 5 males and 1 female and 10 from Hebron University 2 females and 8 males.

The teachers’ questionnaire has been designed to comprise 2 major subcategories of research questions. They have been intended to provide answers pertaining to teachers’ backgroundknowledge concerning the use of technology in the EFL classrooms. Each question is followed by multiple choices so as to arrive at concluding indications that would help in diagnosing the case of technology in the EFL classrooms. A large group of EFL teachers from the targeted universities voluntarily participated in the study. The researcher has alsoconducted an informal teachers’ talk about their own teaching experiences with the intention to gather anthropological data through which each teacher participant would be able to freelytalk about his/her personal teaching practices in the EFL classroom.

The data have been stratified in categories that pour in the pot of the grand-tour research questions. Thus, data analysis served a two-fold purpose: (1) one attempted at diagnosing theproblem representing the lack of motivation in the teaching-learning process in the EFL classrooms in both targeted universities, and (2) the other provided problem solving and workable solutions that would enable both EFL teachers and students cater for a motivating educational environment by using all kinds of available technology.

The researcher has also based research results, findings, and recommendations on those significant teachers’ experiences that they have presented in the informal talk about their teaching experiences; a data collections instrument that the researcher employed to obtain reliable data through the free talk most teacher participants provided. Some teachers preferred this free data collection procedure to formal interviews or questionnaires because they realized that any critical information they have provided won’t be officially recorded. Although this data collection procedure could yield

26

freely expressed opinions about what really goes on in the teaching-learning environment, still it has some drawbacks as far as scientific research reliability is concerned. For example, almost all participant teachers said that their universities did not provide them with neither the required technological equipment nor the training for using technology in the EFL classrooms; “our university administration hardly can afford paying our salaries.” A teacher participant complained. Besides, many teacher participants complained about the universities’ administrations attitudes towards the incredible large numbers of students in the EFL classes where students are expected to acquire language skills through practice and in class interaction; “with such large numbers inour EFL classes, how can you expect us to use technology to teach language skills and interact with our students!” one of the participant teachers exclaimed.

Results: Instructor’s Questionnaire: Al-Quds University Part IITotal instructor participants 6. 1 female & 5 male

Tables 3 above and table 4 bellow illustrate teacher participants’ responses to the questions on the first category: barriers to integrate the use of ICT in their faculties/departments:

Question

A B C D E

1 2=33.33% 3=50% 1=16.662 2=33.33% 2=33.33

%2=33.33%

3 1=16.66 2=33.33%

3=50%

4 5=83.33%

1=16.66

5 1=16.66 2=33.33 2=33.33 1=16.66 1=16.66

27

% %6 1=16.66 1=16.66 1=16.66 2=33.33

%1=16.66

7 1=16.66 2=33.33%

1=16.66 1=16.66 1=16.66

8 3=50% 1=16.66 1=16.66 1=16.669 2=33.33% 1=16.66 1=16.66 3=50%10 2=33.33

%1=16.66 3=50%

Instructor’s Questionnaire: Hebron UniversityPart IIQuestion A B C D E1 5=50% 1=10 4=40%2 4=40% 1=10 5=50%3 2=20% 2=20% 1=10 5=50%4 1=10 5=50% 1=10 3=30%5 2=20% 4=40% 1=10 1=10 3=30%6 2=20% 4=40% 4=40%7 2=20% 6=60% 1=10 1=108 3=30% 5=50% 1=10 1=109 2=20% 4=40% 2=20% 1=10 1=1010 2=20% 1=10 7Participants: 2 Females & 8 Males

From the participant teachers’ responses to questions in Section II of the questionnaire, one can deduce that teachers provided answers based on a number of factors including the following:

1. Familiarity with hardware and software technology to be used in the EFL classroom.

2. Lack of experience and background knowledge in applying the proper teaching methodology in the EFL classroom. This point is only applicable to newly graduated teachers, especially those who had no chance to be exposed to proper training while studying at their perspective universities and whose programs most often don’t comprise courses geared towards any teaching methodology.

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3. Lack of both hardware and human support provided by the targeted universities.

4. Over jammed classrooms with huge number of student that make using technology and classroom interaction rather animpossible practice.

5. Lack of confidence with technology.The aforementioned factors grounded the contributed responses from the teacher participants. For example, the majority of teacher participants at Hebron University 83.33% believed thatthe lack of ability to see how technology enhances learning can be overcome by team work and cooperation between all persons concerned in the teaching-learning process. At Al-QudsUniversity, the case was somehow different for only 50% of theteachers believed in team work concerning this issue.

However, as we can see from the statistics in tables 3 & 4 above, an overall view of the barriers to integrating ICT intothe learning-teaching process provided different responses varying from one teacher to another depending on their familiarity with the use of technology in the EFL classroom. Finally, the researcher noticed that there a considerable agreement among teacher participants in one way or another that not only EFL teachers are responsible for what goes on intheir EFL classes, on the contrary they see it as a joint responsibility of all that parties involved; i.e. curriculum designers, teachers, steak holders, and students. In short, the whole educational system should bear the responsibility ofupgrading the teaching-learning process. Each of the targeted universities must search for practical solutions to the overall issue of motivation. For example, the administrations should cater for in-service training for those EFL teachers who need to further their background knowledge in technology, teaching methods, and motivating interactive language approaches.

Tables 5 and 4 bellow, illustrate teacher participants’ responses to the questions on the first category: formal professional development or training teachers at the targeted universities received relating to their use of ICT.

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Table: 4 Instructor’s Questionnaire: Al-Quds UniversityPart IIIQuestion A B C D E F1 1=16.66% 1=16.66% 2=33.33% 2=33.33%2 1=16.66% 3=50% 1=16.665 1=16.66% 2=33.33%3 2=33.33% 2=33.33% 1=16.66% 1=16.66%4 1=16.66% 3=50% 1=16.66% 1=16.66%5 1=16.66% 3=50% 1=16.66% 1=16.66%6 1=16.66% 3=50% 1=16.66% 1=16.66%7 5=83.33% 1=16.66%8 3=50% 3=50%Total instructor participants 6. 1 female & 5 male

Table: 5 Instructor’s Questionnaire: Hebron UniversityPart IIIQuestion A B C D E F1 3=60% 2=20% 2=20% 1=10% 3=60%2 7=70% 1=10% 2=20% 1=10% 4=40%3 4=40% 4=40% 4=40% 1=10%4 8=80% 3=60%5 1=10% 6=60% 3=30% 1=10%6 1=10% 5=50% 5=50%7 2=20% 3=30% 6=60%8 9=90% 2=20%Participants: 2 Females & 8 Males

Tables 4 and 5 above provide us with indications on the lack of training in the use of technology EFL teachers at the targeted universities received; 60% of the teachers at Hebron University had no clues of any king of training on using technology in their EFL classes. This result reflects a serious issue that needs urgent treatment. For instance, an internal solution could be urgently adopted by the University administration by establishing an educational training unit. This task could be given to the faculty of education. A successful experience has been carried out by Birzeit

30

University where the Faculty of Education established a training center called Ibin Rushd, whose major tasks are confined to provide all kinds of educational training for those faculty members who need to receive training in teachingmethods, using technology, or designing syllabi.

In response to the third questions: How are your professional development and training needs decided in your workplace? A) Idecide my own professional development and training needs. B) My employer decides my own professional development and training needs, almost 40% of the teacher participants declared that they decide their own professional development and training needs. This entails that there is no serious planning from the targeted universities to provide ongoing training and development for faculty members either because offinancial reasons, which most likely, or because there is no follow up and evaluation plans that would use the reward as anincentive for teachers in the profession.

Finally, the tables above reveal interesting information concerning the last question in section III of the teacher participants’ questionnaire. When teachers were asked about whether they have a personal professional development plan forthe use of ICT in their EFL classes, 90% of teacher participants at Hebron University said yes and only 50% of their colleagues at Al-Quds University said yes. This result indicates either those teachers at Hebron University have incentives to do so, or that they consider further self development would guarantee job security; whereas teachers at Al-Quds University feel more secured in their profession. Conclusion:In some ways this study has been a sobering experience. Many of my assumptions about what students want in the classroom were proven wrong, and my predictions about what the students would answer were often disapproved. In addition, as a researcher, I have gotten a much clearer view of how diverse student opinions can be. The data collected supported the claims of the literature, that students have definite ideas about what should happen in the classroom, and that those ideas do not always coincide with the beliefs of their EFL

31

teacher especially those perceived needs for implementing technology in the classroom as a motivating process.

However, this research could result in some positive action tobe taken in EFL classes at the targeted universities where both teachers and students can introduce innovative ideas whereby they would utilize all available technology to motivate more learning. For example, EFL instructors at the targeted universities can hold joint seminars to discuss and explore cooperation and exchange expertise to improve quality teaching in the EFL classes. They can go into a lively discussion about language learning after completing an overallevaluation of the English language curricula adopted at both universities. In some ways, EFL instructors should reconstructthe whole EFL curriculum to meet their students’ most recent needs. Consequently, treat them as teachers-in-training and gointo the specifics about why certain activities are worthwhileand productive, as much as their own professors have done in methodology courses. Such discussions help the students and the instructors to see more clearly what we believe about language learning not only in face-to-face but also by using all kinds of available technology; (i.e. teachers can try the blended learning approach whereby they can assign specific load to technology and online interactions). Once we follow this pragmatic educational track, I believe that quality teaching and learning would be accompanied by more interests and motivation for both the teacher and the learner. As a result of what the literature presented, what teachers read, and the research recommended, I can see that it's important for EFL teacher to validate and respond to the opinions and beliefs EFL students have regarding language learning. Therefore, in the future, I would recommend more research on using technology in the EFL classroom to be conducted on the basis of on-going evaluation so as to equip our EFL classes with the most useful means and effective teaching methodologies. By doing this, I hope the class will be a better experience for both teachers and students alike.

32

Bibliography

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Berg, Bruce L. (1995). Qualitative Methods for the Social Sciences (2nd ed.). Boston: Allyn & Bacon

Brand J. (1988). In Eid. Omar Mohammad Abdel-Hamid. (2009). Implementing Computer in Daily English Lessons. The Third National Symposium on Quality English Teaching: Encountering Challenges; Birzeit University, August 30-31: pp. 36-43

Dornyei, Z. 2001. Teaching and Researching Motivation. London: PearsonEducation Limited

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Eid. Omar Mohammad Abdel-Hamid. (2009). Implementing Computer in Daily English Lessons. The Third National Symposium on Quality EnglishTeaching: Encountering Challenges; Birzeit University, August 30-31: pp. 36-43

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Hrmer, J. (2007). The Practice of English Language Teaching. London: Pearson Longman

Hungler, B. P. and D. F. Polit. (1993). Essentials of Nursing Research(3rd ed.). Philadelphia: J. B. Lippincott

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http://www.ccsenet.org/elt (2011). English Language Teaching; Vol. 4, No. 3; September 2011.

Jantrasakul, Prapai. (2012). Utilizing Critical Thinking-basedEFL Lessons: A Means to Improve Language Skills and Encourage Student Engagement in Thai EFL Classes. Journal of Education and Practice Vol. 3, No. 6, 2012

Lauer, Janice M. and J. William Asher. (1988). Composition Research: Empirical Design. Oxford: Oxford University Press

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Lumsden, Linda S. (2000). "Student Motivation to Learn." ERIC Digest Number 92.Peter, Ruth. "Overcoming Underachieving": Broadway Books

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Rammal, Samir M. (2009). Teacher Self Development: a Risk-taking Process. The Third National Symposium on Quality English Teaching: Encountering Challenges; Birzeit University, August 30-31: pp. 104-116

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Stepp-Greany, J. (2002). Student Perception on Language Learning in a Technological Environment: Implications for the New Millennium. Language Learning and Technology. 165-180

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Wright, T. 1987. Roles of Teachers & Learners. Oxford: Oxford University Press

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APPENDIX AInstructor’s Questionnaire

1. Introduction: Research Title: Technology in the EFL Class: a Teacher-StudentMotivating Process

The purpose of this questionnaire is to ask English as a Foreign Language; (EFL) Instructors at both Hebron University and Al-Quds University how they engage with technology for academic purposes at home, at work and for other professional development purposes. It is not meant to be exhaustive in its range of questions but aims to provide a snapshot of the digital engagement of lecturers at both Universities and how they implement technology as a motivational process for themselves and their students in the EFL classrooms. The data will then be used to draw comparisons and similarities betweenpractices at both locations as well as other Palestinian universities. As a researcher in the field, I may use these data as a basis for future practice development.

Anonymity and Acknowledgement All data from interviews conducted in connection with this project will be anonymous. Respondents will only be identifiedby job title or area of work unless they specifically ask to be acknowledged by names.

Usage The primary objective of this research project is to ascertainyour views on how you use or engage with technology and digital learning tools you may have to motivate and promote better English. The researcher also reserves the right to use data collected during the project in research reports and

36

academic papers. The same rules with regard to anonymity will apply to these publications.

Ownership Any data collected during the research will be the property ofthe researcher and the Participant Universities. It will not be used until 72 hours after it has been collected, during this period if any participants are concerned about their contribution they can request it not be used by contacting theresearcher: Dr. Samir M Rammal, at e-mail address: [email protected] ; Mobile No. 0599-653-544

Please answer the questions as fully as possible. I thank you for your time and cooperation.

Dr. Samir M Rammal, Assistant Professor of English, Languages & Translation, BZU

Instructor’s Use of Technology and Digital Material Habits Survey

I. Personal Background: (Tick the correct answer)

1. What is your gender? Male Female

2. How old are you? 21-25 26-35 36-4546-55 over 55

3. What is your highest educational qualification? (Tick one only)

Post Graduate Certificate Post Graduate DiplomaMaster's degree Doctorate

4. Please choose your University.

37

mailto:[email protected]

Al-Quds University Hebron University

5. What is your role and academic position at your University?For example, Dean and Associate Professor

6. How many years of experience do you have working in higher education? Check the answer

0-3 4-7 8-15 16-23 24-3030 plus

II. Barriers to integrating use of ICT in your dept/faculty Please identify any barriers to the use of ICT within your dept/faculty (Tick your choice)

1. What do you see as the main barriers to integrating ICT into teaching and learning in your work? Please rate eachbarrier using the categories below.

a) Very difficult to overcome (b) Can be overcome by teamc) Requires outside expertise (d) Requires intervention at higher levele) Not an issue

2. Time availableWhat do you see as the main barriers to integrating ICT into teaching and learning in your work? Please rate each barrier using the categories below.

a) Time available Very difficult to overcomeb) Time available can be overcome by teamc) Time available requires outside expertised) Time available requires intervention at higher levele) Time available not an issue

3. Familiarity with software/hardware

38

a) Very difficult to overcomeb) Can be overcome by teamc) Requires outside expertised) Requires intervention at higher levele) Not an issue

4. Lack of ability to see how it enhances learning

a) Very difficult to overcomeb) Can be overcome by teamc) Requires outside expertised) Requires intervention at higher levele) Is not an issue

5. Confidence with technology/software/hardware

a) Very difficult to overcomeb) Can be overcome by teamc) Requires outside expertised) Intervention at higher levele) Not an issue

6. Availability of support from others who are knowledgeable


7. Lack of specific technical understanding or expertise


8. Students/Trainees' unwillingness to take risks with technology

39


9. Unwillingness of trainers/lecturers to change established ‘successful’ pedagogy


10. University regulations restrict the use of technology


Please add other barriers and degree of severity here. Please add any further comments about possible future deal breakers.

III. Using Technology Professional Development

This section asks you about any formal professional development or training you have received relating to your use of ICT.

1. How many days of formal ICT related professional development and training would you estimate you have participated in during the last year?

a) None b) less than 1 day c) 1-2 days d) 3-5 days

40

f) 6-9 days g) 10-15 days h) over 15 days

2. What type of ICT training have you received? Tick all that apply.

a) Staff training eventsb) Learning conversations with peersc) I have been coached/ mentoredd) Involvement in a peer support networke) Visits to other organizationsf) Short external course (no accreditation)g) Formal external accredited course

Please enter any other training here.

3. How are your professional development and training needs decided in your workplace? A) I decide my own professional development and training needs. B) My employer decides my own professional development and training needs.

a) Alwaysb) Most of the timec) Sometimesd) Hardly evere) Neverf) N/A

4. I decide what my professional development should be

a) Most of the timeb) Sometimesc) Hardly everd) Nevere) N/A

5. Other people in my organization decide what professional development I receive

a) Always

41

b) Most of the timec) Sometimesd) Hardly evere) Neverf) N/A

6. The professional development I am offered is decided outside of my organization


7. There is a good balance between meeting my needs and meeting the training and development needs of the faculty/department


8. Do you have a personal professional development plan for the use of IT in your role?

a) Yes b) No

42

APPENDIX BStudents’ Questionnaire

Gender: Male: _______ Female: ________University: ___________________ Department: ___________________________Major: _____________________For each of the statements below, please indicate the extent of your agreement or disagreement by placing a tick in the appropriate column.Agree Neutral DisagreeNo. Question Agre

eNeutral

Disagree


2 We should use technology in our 43

classroom for every lesson.3 Authentic materials downloaded from

the internet make me active in the learning process.














17 Using more technology in the EFL classroom deprives me of some human

44

feelings.18 Using technology in the EFL classroom

helps me acquire native-like accent 19 Learning English by being exposed to

authentic audio-visual materials help me acquire the target language culture.


45

APPENDIX C: HEBRON UNIVERSITY

Gender: Male: 10 Female: 50University: HEBRON Department: Languages Center & English DepartmentMajor: English No. Question Agre

eNeutral

Disagree


47 8 0


21 29 5


33 18 4


44 8 2


1 9 45


26 20 9


25 24 6


41 11 3


41 13 1


4 25 26

11 Films, videos, CDs and e-learning can be helpful to develop my language

52 3 0

46

skills.12 I should use technology during my

project works in EFL classes.27 26 2


34 18 3


32 21 2


41 11 3


39 23 3


10 39 6


35 18 2

19 Learning English by being exposed to authentic audio-visual materials help me acquire the target language culture.

33 20 2


15 24 16

47

APPENDIX D: Al-QUDS UNIVERSITY

Gender: Male: 35 Female: 25

University: Al-Quds Department: Languages Center

Major: Sciences and Medical Studies

For each of the statements below, please indicate the extent of your agreement or disagreement by placing a tick in the appropriate column.

Agree Neutral Disagree

No. Question Agree Neutral

Disagree

1 Use of Technology in our language classrooms increases my motivation.

40 18 2

48

2 We should use technology in our classroomfor every lesson.

21 32 7


34 23 3


42 13 5

5 Technology can be boring and unnecessary. 5 18 37


37 16 7


18 39 3

8 Different technological devices should beused in the class to increase my motivation for learning English.

37 19 4


34 20 6


12 36 12


51 5 4

12 I should use technology during my projectworks in EFL classes.

35 23 2

13 If we have a chance of teleconferencing via distance education with their universities, it can be challenging for me.

47 11 2

14 My teacher should use more technology in 40 16 4

49

the classrooms.

15 Computer-based lessons are more enjoyableand effective than traditional lessons.

38 18 4

16 I prefer to learn English using the blended learning approach

12 38 10


34 15 11


30 20 10

19 Learning English by being exposed to authentic audio-visual materials helps meacquire the target language culture.

35 21 4


31 14 15

50

APPENDIX EResults: Instructor’s Questionnaire: Al-Quds University

Question

A B C D E

1 2 3 12 2 2 23 1 2 34 5 15 1 2 2 1 16 1 1 1 2 17 1 2 1 1 18 3 1 1 19 2 1 1 310 2 1 3

Part IITotal instructor participants 6. 1 female & 5 males

Instructor’s Questionnaire: Al-Quds UniversityPart IIIQuestion A B C D E F1 1 1 2 22 1 3 1 1 23 2 2 1 14 1 3 1 15 1 3 1 16 1 3 1 17 5 18 3 3Total instructor participants 6. 1 female & 5 males

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APPENDIX F

University Instructor’s Questionnaire: Hebron UniversityPart IIQuestion A B C D E1 5 1 42 4 1 53 2 2 1 54 1 5 1 35 2 4 1 1 36 2 4 47 2 6 1 18 3 5 1 19 2 4 2 1 110 2 1 7Participants: 2 Females & 8 Males

Table: 5 Instructor’s Questionnaire: Hebron UniversityPart IIIQuestion A B C D E F1 3 2 2 1 32 7 1 2 1 43 4 4 4 14 8 35 1 6 3 16 1 5 57 2 3 68 9 2Participants: 2 Females & 8 Males

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Documents

Technology in the EFL Classroom