PERCEIVED PROFICIENCY LEVELS OF ENGLISH LANGUAGE INSTRUCTORS IN USING TECHNOLOGY

Abstract

In an era characterized by pervasive technological advancements, this study investigates the technological competence of English as a Foreign Language (EFL) instructors in Türkiye. As technology increasingly becomes integral to daily life worldwide, this research aims to assess how EFL instructors evolve in their technological proficiency. Factors influencing technological competence, including grade level taught, institutional affiliation (public or foundation universities), age, gender, teaching experience, and the duration dedicated to technological tools, are explored. Adopting a survey-based approach with a focus on quantitative research methods, the study involves tertiary-level instructors from various universities in Türkiye. Utilizing a combination of convenience and snowball sampling methods, data was gathered from 144 Turkish English teachers. The participants, comprising 84 females and 60 males, represent a diverse demographic, spanning age categories from 20 to 59 years. The primary tool for data collection is the Technology Proficiency Self Assessment Questionnaire for 21st Century Learning (TPSA C-21), an instrument developed by Christensen and Knezek (2017). The researcher employed Statistical Package for the Social Sciences (SPSS) version 26.0 to conduct statistical analyses. Utilizing the independent-sample t-test and the ANOVA test, the researcher examined the gathered data to address the research questions. The findings of this study shed light on the current state of technological competence among EFL instructors, offering valuable insights into the dynamics of technology integration in language education. Understanding these factors is crucial for informing professional development initiatives and focusing on the use of technology in language instruction.