Exploring secondary school English as a Foreign Language (EFL) teachers' attitudes to and perceptions of using the internet in English language teaching in Benin

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Exploring secondary school English as a Foreign Language (EFL) teachers' attitudes to and perceptions of using the internet in English language teaching in Benin

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O knihe

Doctoral Thesis / Dissertation from the year 2014 in the subject English - Pedagogy, Didactics, Literature Studies, grade: -, Université d'Abomey-Calavi, course: Didactics - EFL, language: English, abstract: As one of the technologies of information and communication, the Internet has been,
for some years now, the topic of much interest within the educational community. Ways of
using the Internet as a medium to deliver instructional materials and to access digital
libraries are reshaping education in general and language instruction in particular. This
exploratory study has attempted to find out the attitudes and perceptions of secondary
school English as a Foreign Language (EFL) teachers towards the use of the internet in
English Teaching in Benin. It has also set out to investigate the possible impediments for
such integration in the classrooms. In this line, a review of the existing literature related to
Computer-Assisted Language Learning and the internet uses and benefits for Education has
been presented. Both quantitative and qualitative methods have been employed to collect
data on the field. A questionnaire was distributed to 500 secondary school EFL teachers
during the 2012-2013 school year. The return rate of this questionnaire was 99% (N=495).
This stage was followed by interviews with a random sample of 40 teachers. The results
from both the quantitative and qualitative instruments of research indicated that the
participants had rarely used the Internet, particularly for instructional purposes. Indeed, they
reported more use of the Internet for personal than for instructional purposes. Participants
had high levels of Internet use in mainstream Internet services such as e-mail and the Web.
While they had positive perceptions of the use of the Internet as a pedagogical tool, they
had relatively limited levels of access to and expertise with computers and the Internet.
Positive correlations existed be