Teachers’ Beliefs and the Integration of Technology in the EFL Class

1. ASPECTS OF THE ARTICLE

1.1. Goal of investigation

1.1.1. Understanding and description

1.1.1.1. The purpose was to establish to what extent teachers’ beliefs affect the implementation of technology-based activities in the English as a foreign language (EFL) class and how these technologies were really used in their classrooms.

1.2. Design characteristics

1.2.1. Flexible

1.2.1.1. It is flexible in the way the number of participants varied in each data collection instrument used in the research.

1.3. Data collection

1.3.1. Researcher as primary instrument, interviews, observations and documents.

1.3.1.1. They used three instruments: survey based on the Likert scaling.

1.3.1.1.1. 29 participants out of 45

1.3.1.2. Teachers interviews

1.3.1.2.1. 9 out of 11 were interviewed

1.3.1.3. Class observations

1.3.1.3.1. 5 out of 9 were observed

1.4. Primary mode of analysis

1.4.1. Inductive, constant, comparative method

1.4.1.1. The research implies an inductive mode of analysis because the authors apply triangulation and create categories regarding the two main concepts: teachers' beliefs and the integration of ICT's.

1.5. Findings

1.5.1. Comprehensive, holistic, expansive and richly descriptive

1.5.1.1. Findings led to general conclusions that showed a variety of stances.

2. The article shows consistency

3. PARADIGM

3.1. INTERPRETIVE

3.1.1. Purpose

3.1.1.1. Describe teachers’ beliefs about technology and how its implementation is affected in an EFL class (consistent)

3.1.2. Types

3.1.2.1. It is not explicit in the article, but based on some characteristics, it seems to be a case study.

3.1.2.1.1. The beliefs of teachers in the implementation of technology in ELT.

3.1.3. Reality

3.1.3.1. The authors aimed to understand the multiple realities (beliefs) in a same grounded context-bound (technology in the same private language centre).