Teachers as a Barrier to Technology-Integrated Language Teaching

초록

This qualitative case study examined barriers to network technology-integrated instruction in ESL classes. The three teachers were observed and interviewed during one semester of their web-based teaching experience. There were teacher hesitation and resistance to adapting network technology. This unwillingness seemed triggered by various obstacles during their integration process. Triangulated data analysis revealed two major themes, teacher-perceived and invisible barriers. Critical hindrances regarding effective or continued utilization frequently involved the teachers themselves, such as teachers' beliefs, attitudes, and other personal factors. This study found that teachers' preconception and uncertainty of its effect would seriously retard successful integration. Therefore, teachers' spontaneous initiation seems hard to expect. Teachers need continuous training based on classroom practice and L2 approaches to see its potential benefits related to theory and practice. The fully contextualized description of this study will contribute to meaningful insight for teacher’s better understanding of their critical role in a network CALL environment.

키워드