INTRODUCTION
Rationale
Computer technology has significantly transformed education globally, including in Vietnam, by enhancing the teaching and learning process Its unique features have made English instruction more accessible and effective However, this advancement also presents challenges for educators, who must navigate how to utilize these tools effectively and deliver content to students.
Encouraging students to learn English can be effectively achieved through the use of computers as teaching tools In recent years, there has been a notable shift in the integration of technology in education, with the Ministry of Education and Training (MOET) planning to significantly enhance ICT use in the coming years Teachers are increasingly urged to incorporate ICT into their lessons While numerous studies have explored the perceptions and effectiveness of computer-assisted language teaching, research on teachers' attitudes towards using computers in language instruction remains limited in Vietnam.
User acceptance plays a crucial role in the successful integration of computers in the classroom, and this acceptance is significantly influenced by users' attitudes Specifically, a teacher's attitude can either facilitate or hinder the effective use of technology in education, highlighting the importance of fostering positive perceptions towards computer integration.
According to a 1977 study, understanding an individual's attitude towards a subject can accurately predict their overall behavior regarding that subject Therefore, if teachers maintain a positive attitude towards computers, they are more likely to incorporate them into their teaching practices.
Teachers' attitudes play a crucial role in the integration of computer technology in language teaching After five years at Ha Nam Teachers’ Training College, the researcher observed that while many teachers incorporate computers into their curricula, the extent of their usage varies based on individual attitudes However, the actual attitudes of teachers toward computer use in classrooms remain unclear Motivated by this gap, the researcher aims to study these attitudes in the context of English language teaching at HNTTC, with the hope that the findings will enhance pedagogical methodologies.
This study investigates teachers' attitudes towards computer use in English language teaching at HNTTC and examines key factors influencing their integration of technology in the classroom By comparing responses from questionnaires with actual classroom practices, the research aims to determine the correlation between teachers' perceptions and their usage of computers in teaching The findings will also offer valuable suggestions for future research on this compelling topic.
In order to achieve the stated aims, the following research questions are raised:
1) What are the English teachers’ attitudes toward the uses of computers in language teaching at Ha Nam Teachers’ Training College?
2) What are the factors affecting the teachers’ uses of computers in language teaching?
3) Do teachers’ attitudes correlate with their classroom practices?
This study examines teachers' attitudes towards the use of computers in English language teaching, aiming to understand their perspectives on integrating technology into the classroom It also explores key factors that influence teachers' experiences and approaches when utilizing computers for instruction.
3 computer use The participants are all of teachers of English of Faculty of Foreign Languages and Informatics at HNTTC
A survey model study was conducted at Ha Nam Teachers’ Training College to explore teachers’ attitudes and factors influencing their use of computers in English language teaching (ELT) Key independent variables assessed included age, time, technical support, experience, computer skills/training, facilities, and teachers’ positive attitudes and confidence To achieve the research objectives, data was collected through questionnaires and observations Questionnaires evaluated teachers’ attitudes towards computer use in the classroom, with data analyzed quantitatively using statistical percentages Simultaneously, observations were made to assess actual teacher behaviors, allowing for a comparison with the attitudes reported in the questionnaires.
The study is significant in the following ways:
The primary significance of this study lies in its potential to enhance the author's research skills within educational contexts, while also benefiting other ESL teachers at HNTTC.
This study investigates teachers' attitudes toward the use of computers in English Language Teaching (ELT) within the context of HNTTC, a topic that has not been previously explored The findings will reveal the current state of computer usage in teaching and provide valuable insights on enhancing the effectiveness of computer integration in ELT.
- This study can also lay grounds for further research on using new technology in teaching language and renovate the teaching language methods
Computer: In the context of this study, computer is used as a general term referring to any computer that can be used in language teaching
Attitude: Attitude is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Hogg & Vaughan, 2005, p.150)
Attitude toward computers encompasses the feelings and thoughts individuals have regarding the influence of computer use in education, as well as their behaviors towards computer technologies and related activities.
The thesis is composed of three main parts: introduction, development and conclusion
Part I is the introduction in which the rationale, aims, research questions, scope and significance of the thesis as well as methods and some definitions of key terms of study are presented
Part II is the development It consists of three chapters: literature review, methodology, data analysis and discussions In chapter one, the literature review provides some grounds of attitudes, dimensions of attitudes, findings from prior studies around teachers’ attitudes toward the uses of computers, and understandings of computers in English language teaching as well as roles and effectiveness of computers in language teaching … It also provides the factors affecting teachers’ computer use in ELT The second chapter introduces the methodology in terms of setting, participants, data collection instruments, and data analysis procedure In chapter three, results will be analyzed and discussions are presented
Part III is Conclusion part In this part, concluding remarks, implications, limitations of the study and some suggestions for further study are presented.
Research questions
In order to achieve the stated aims, the following research questions are raised:
1) What are the English teachers’ attitudes toward the uses of computers in language teaching at Ha Nam Teachers’ Training College?
2) What are the factors affecting the teachers’ uses of computers in language teaching?
3) Do teachers’ attitudes correlate with their classroom practices?
Scope of the study
This study investigates teachers' attitudes towards the use of computers in English language teaching, aiming to understand their perspectives on integrating technology into the classroom and identifying key factors that influence their teaching practices.
3 computer use The participants are all of teachers of English of Faculty of Foreign Languages and Informatics at HNTTC
A survey was conducted at Ha Nam Teachers’ Training College to explore teachers' attitudes and factors influencing their use of computers in English language teaching (ELT) The study examined independent variables such as age, time, technical support, experience, computer skills/training, facilities, and teachers' positive attitudes and confidence To achieve these objectives, data was collected through questionnaires and observations Questionnaires assessed teachers’ attitudes towards computer use in the classroom, with data analyzed quantitatively using statistical percentages Concurrently, observations were conducted to examine teachers’ actual behaviors, allowing for a comparison with the attitudes gathered from the questionnaires.
The study is significant in the following ways:
The primary significance of this study lies in its potential to enhance the author's research skills within educational contexts, while also benefiting other ESL teachers at HNTTC.
This study investigates teachers' attitudes towards the use of computers in English Language Teaching (ELT) within the context of HNTTC, a topic that has not been previously explored The findings will reveal the current state of computer usage in teaching and provide valuable insights on how to enhance teachers' effectiveness in integrating technology into their ELT practices.
- This study can also lay grounds for further research on using new technology in teaching language and renovate the teaching language methods
Computer: In the context of this study, computer is used as a general term referring to any computer that can be used in language teaching
Attitude: Attitude is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Hogg & Vaughan, 2005, p.150)
Attitude toward computers encompasses individuals' feelings and thoughts regarding the influence of computer use in education, as well as their behaviors toward computer technologies and related activities.
The thesis is composed of three main parts: introduction, development and conclusion
Part I is the introduction in which the rationale, aims, research questions, scope and significance of the thesis as well as methods and some definitions of key terms of study are presented
Part II is the development It consists of three chapters: literature review, methodology, data analysis and discussions In chapter one, the literature review provides some grounds of attitudes, dimensions of attitudes, findings from prior studies around teachers’ attitudes toward the uses of computers, and understandings of computers in English language teaching as well as roles and effectiveness of computers in language teaching … It also provides the factors affecting teachers’ computer use in ELT The second chapter introduces the methodology in terms of setting, participants, data collection instruments, and data analysis procedure In chapter three, results will be analyzed and discussions are presented
Part III is Conclusion part In this part, concluding remarks, implications, limitations of the study and some suggestions for further study are presented.
Significance of the study
The study is significant in the following ways:
The primary significance of this study lies in its potential to enhance the author's research skills within educational contexts, while also benefiting other ESL teachers at HNTTC.
This study aims to explore teachers' attitudes towards the use of computers in English Language Teaching (ELT) at HNTTC, an area that has not been previously examined The findings will reveal the current state of computer usage in teaching and provide valuable insights to enhance teachers' effectiveness in integrating technology into their ELT practices.
- This study can also lay grounds for further research on using new technology in teaching language and renovate the teaching language methods
Computer: In the context of this study, computer is used as a general term referring to any computer that can be used in language teaching
Attitude: Attitude is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols (Hogg & Vaughan, 2005, p.150)
Attitude toward computers encompasses the feelings and thoughts individuals have regarding the impact of computer usage in education, as well as their behaviors related to computer technologies and specific activities involving computers.
The thesis is composed of three main parts: introduction, development and conclusion
Part I is the introduction in which the rationale, aims, research questions, scope and significance of the thesis as well as methods and some definitions of key terms of study are presented
Part II is the development It consists of three chapters: literature review, methodology, data analysis and discussions In chapter one, the literature review provides some grounds of attitudes, dimensions of attitudes, findings from prior studies around teachers’ attitudes toward the uses of computers, and understandings of computers in English language teaching as well as roles and effectiveness of computers in language teaching … It also provides the factors affecting teachers’ computer use in ELT The second chapter introduces the methodology in terms of setting, participants, data collection instruments, and data analysis procedure In chapter three, results will be analyzed and discussions are presented
Part III is Conclusion part In this part, concluding remarks, implications, limitations of the study and some suggestions for further study are presented.
Structure of the study
The thesis is composed of three main parts: introduction, development and conclusion
Part I is the introduction in which the rationale, aims, research questions, scope and significance of the thesis as well as methods and some definitions of key terms of study are presented
Part II is the development It consists of three chapters: literature review, methodology, data analysis and discussions In chapter one, the literature review provides some grounds of attitudes, dimensions of attitudes, findings from prior studies around teachers’ attitudes toward the uses of computers, and understandings of computers in English language teaching as well as roles and effectiveness of computers in language teaching … It also provides the factors affecting teachers’ computer use in ELT The second chapter introduces the methodology in terms of setting, participants, data collection instruments, and data analysis procedure In chapter three, results will be analyzed and discussions are presented
Part III is Conclusion part In this part, concluding remarks, implications, limitations of the study and some suggestions for further study are presented
DEVELOPMENT
Literature review
This section provides a literature review on key topics relevant to the study, emphasizing various dimensions of attitudes, an overview of English Language Teaching (ELT), and the roles and effectiveness of computers in ELT It also examines findings from previous studies regarding teachers' attitudes toward computer usage and identifies factors that influence teachers' integration of technology in their classrooms.
Attitude plays a crucial role in shaping human behavior, yet it lacks a universally accepted definition According to Hogg & Vaughan (2005, p.150), attitude is described as "a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols." This definition highlights the significance of beliefs, feelings, and behaviors as key components of attitude.
Teachers' attitudes significantly influence the achievement of educational goals, particularly in relation to the use of computers in the classroom Their feelings and beliefs about integrating technology into lessons shape how they engage with students and deliver content effectively.
The International Dictionary of Education (1977, p 32) defines attitude as a predisposition to perceive, feel, and behave towards specific objects or individuals in a particular way This definition emphasizes that attitudes are not innate but are learned from experience, indicating that they can be changed or modified over time.
According to the Oxford Advanced Learners' Dictionary (2010), attitude refers to an individual's thoughts and feelings about a person or thing, as well as the behavior that reflects those sentiments.
In addition to the previously mentioned definitions, there are various interpretations of attitude For this study, the researcher has chosen to adopt the definition provided by Hogg & Vaughan (2005, p 150), which emphasizes the significance of feelings, beliefs, and evaluations in shaping attitudes.
6 behaviors, that is, how a person believes, feels and then behaves in a certain way that reflects his / her established belief and feeling
The three interconnected dimensions of beliefs, feelings, and behaviors play a crucial role in understanding attitudes When individuals assess someone's attitude, they consider the underlying beliefs and feelings associated with that person or event, as well as the behavior that stems from them.
“Belief” is an opinion about something; something that you think is true (The
In an educational setting, teachers' beliefs, shaped by their personal values, opinions, and expectations, significantly influence their classroom practices, including decisions regarding the use of computers These beliefs are psychologically represented and guide educators in their approach to integrating technology in the classroom.
The International Dictionary of Education (1977, p 14) defines feelings as
Teaching experiences significantly shape teachers' emotional development, which can be evaluated through their verbal expressions and physiological reactions to various situations.
A definition from The Oxford Advanced Learners’ Dictionary (2010), behavior is the way a person, an animal, etc behaves or functions in a particular situation
The behavioral dimension of attitude refers to a teacher's tendencies in response to various approaches, which can be assessed by observing their actual behaviors towards specific objects.
1.1.3 The relationship between beliefs and behaviors of teachers
The relationship between attitudes, beliefs, and behaviors is intricate, particularly in the context of teaching Research indicates that teachers' classroom behaviors are significantly shaped by their beliefs Compeau, Higgins, and Huff (1999) emphasize that behaviors, such as the use of computers, stem from a combination of beliefs about technology and emotional responses Essentially, a teacher's perception of the benefits of computer use in enhancing classroom teaching and learning directly influences their willingness to integrate technology into their instruction As noted by Simonsson (2004), a teacher's beliefs about technology play a crucial role in determining how they utilize these tools in their teaching practices.
Beliefs significantly influence your actions, behaviors, and potential By learning to cultivate positive beliefs and eliminate negative ones, you can harness the powerful impact of beliefs to your advantage.
The relationship between beliefs and actions remains a topic of debate, with some researchers, like Mansour (2009), suggesting that actions can sometimes precede beliefs rather than the other way around Understanding this dynamic is crucial for identifying professional development needs Additionally, Eugene (2006) explored how teachers' beliefs influence the integration of technology in their classrooms, revealing a significant gap between their beliefs and actual instructional practices This discrepancy highlights that teachers' use of technology often does not align with their stated beliefs about its integration.
1.1.4 The relationship between feelings and behaviors of teachers
Feelings significantly influence human behavior, shaping how we interact with others Our emotions dictate our responses, leading us to treat those we like with warmth and kindness, while our behavior toward those we dislike tends to be more negative This emotional dynamic is essential in understanding interpersonal relationships.
Feelings and behaviors often diverge; when we feel positively about someone or something, our actions typically reflect that positivity Conversely, negative feelings usually lead to negative behaviors However, this correlation is not always clear-cut, as overt actions do not always accurately indicate a person's true feelings or thoughts about an object.
Methodology
Ha Nam Teachers’ Training College, located in Phu Ly city of Ha Nam province, serves as a vital training institution within the national education system, preparing students to become passionate educators and skilled professionals for secondary schools, primary schools, and kindergartens The college emphasizes not only strong political ethics and extensive knowledge in their respective fields but also equips students with advanced teaching methods to meet the evolving educational demands of the province Additionally, it trains office workers specializing in English for joint-venture companies in local industrial zones and prepares interpreters and translators for opportunities in Middle-Eastern countries Aiming to establish itself as a cultural and scientific hub and upgrade to Ha Nam University by 2015, HNTTC is committed to enhancing the quality of its teachers and students while strengthening its institutional foundation.
The Faculty of Foreign Languages and Informatics employs 15 English teachers and five Informatics instructors All English teachers are responsible for teaching English to both major and non-major students, ensuring that English remains a compulsory course across all groups.
Of 15 teachers of English aged between 25 and 54 at the Faculty, there are 6 M.A degree holders, four of them are studying for an M.A degree and the rest hold a B.A degree in English language teaching All of them are very friendly and enthusiasm
At HNTTC, English is deemed essential for all students, irrespective of their majors Since 2006, Ha Nam Teachers’ Training College has offered English major classes, and currently, there are three active classes dedicated to this field of study.
At 18 years old, students from rural areas of Ha Nam, including Kim Bang, Ly Nhan, Thanh Liem, and Binh Luc, pursue various major classes such as Physical Education, Maths, Biology, and Accounting However, they face significant challenges due to their limited access to the Internet, which hinders their ability to find study resources.
HNTTC offers comprehensive wireless Internet connectivity in all classrooms, ensuring students can access online resources However, students are required to bring their own computers to utilize the Internet during class The institution boasts more than seventy classrooms equipped for this purpose.
Two fully equipped classrooms for English major students feature computers, projectors, loudspeakers, and DVD players; however, maintaining the computers in optimal condition is infrequent.
Fifteen classrooms are equipped with projectors to facilitate the use of visual teaching methods in some subjects for other students if necessary
Four computer rooms are for students to practice informatics
The rest is not IT’s equipment
Most English teachers, with the exception of two older instructors, possess their own laptops and frequently bring them to work, whether in or out of the classroom This accessibility allows them to use computers conveniently for personal purposes anytime and anywhere.
The college boasts four faculties, each equipped with two printers connected to computers—one designated for the dean and the other for room staff Furthermore, all computers are installed with licensed Microsoft Office software This institution stands out due to its substantial investment in Information and Communication Technology (ICT).
College leaders prioritize providing necessary teaching equipment to enhance the educational experience In 2008, a comprehensive six-week computer training course was offered to all faculty and staff, with widespread participation despite a few individuals facing personal challenges.
The study involved fifteen female English teachers from various regions of Ha Nam Province, primarily in Phu Ly city Most participants are married with children, while only three remain single The age distribution includes one teacher over 50, two over 40, two above 30, and the remainder aged between 25 and 30 Teachers over 40 predominantly rely on traditional teaching methods, such as blackboard and chalk, rather than utilizing computer technology Notably, among these teachers, two have degrees in Russian and one in French, necessitating additional English studies to obtain certification, as French and Russian are no longer part of the curriculum.
Teachers are eager and adaptable in adopting new methods to enhance their Information Technology skills and integrate them into their teaching practices They utilize various technologies in diverse situations, both inside and outside the classroom, employing computers for communication through emails and for preparing lessons, tests, and reports However, many of these educators lack personal websites and typically communicate student requirements through paper handouts rather than utilizing the school's website.
Table 1: Background Information about Questionnaire Respondents
At HNTTC, the majority of teachers possess fundamental computer skills, as the school management mandates that all educational materials, including worksheets, tests, examination questions, and monthly test analyses, must be typed.
To gain comprehensive insights into teachers' attitudes towards computer use in English Language Teaching (ELT), this study employed two data collection methods: questionnaires and classroom observations By comparing these approaches, the research aimed to determine if teachers' expressed attitudes aligned with their actual behaviors in ESL classrooms.
A five-point Likert-scale questionnaire was developed by the researcher to assess teachers' attitudes toward the use of computers in English language teaching This questionnaire was informed by a thorough review of relevant literature (Albirini, 2006; Ertmer, 2002; Jones, 2004; Kong Siew, 1997; Payette, 1987; Inch, 1987; Vakalis, 1990; Kersaint et al., 2003) Data for the study were collected by administering the questionnaire to 15 English teachers from the Department of Languages and Information Technology at HNTTC.
Data Analysis and Discussions
This chapter outlines the findings from the analysis of data collected through questionnaires and classroom observations, focusing on teachers' attitudes and the factors influencing their use of computers in English language teaching at HNTTC.
Table 3: Teacher’s attendance of the computer training course and teacher’s computer ownership
1 Teacher’s attendance of the training course on using computers 8 53.3
A significant majority of teachers at HNTTC, specifically 86.7%, own laptops, indicating a strong acceptance of technology among English educators Additionally, over half (53.3%) of the teachers have participated in computer training courses organized by the college, highlighting the institution's commitment to enhancing teaching quality through technology However, nearly half of the teachers have not attended these training sessions, potentially due to personal reasons, suggesting an area for further engagement and support in promoting computer literacy.
In general, owning a computer is a good thing to motivate teachers to use it more frequently A question raised is whether the teachers who have no computer
Teachers without laptops can still utilize personal computers at home, often using them as frequently as those who have laptops The table below illustrates the frequency of computer usage among teachers both at home and in school.
Table 4: Teachers’ frequency of using computers at home and at school
3 Frequency of using computers at home 40 33.3 20 6.7
4 Frequency of using computers at school 20 33.3 40 6.7
According to the statistics, all surveyed teachers reported using computers at home, with 40% using them daily, 33.3% often, and a small minority of 6.7% seldom utilizing them.
A recent survey revealed that over half of the teachers, specifically 53.3%, utilize computers at school on a daily basis, indicating a high frequency of use Additionally, 40% of teachers reported using computers occasionally This demonstrates the significant role that computers play in the educational environment.
3.1.1.2 General attitudes toward the uses of computers in ELT
Attitudes are composed of three interconnected dimensions: beliefs, feelings, and behaviors, which collectively shape an individual's perspective This article presents a survey questionnaire designed to assess teachers' general attitudes toward computer use in English Language Teaching (ELT), divided into three parts with a total of 19 statements The first part includes 6 statements reflecting teachers' feelings about computer usage, the second part contains 8 statements addressing their beliefs, and the third part consists of 5 statements related to their behaviors Detailed tables will illustrate teachers' overall attitudes toward the integration of computers in ESL classrooms.
Five statements were designed to find out the teachers’ attitudes toward the uses of computers in ELT
Table 5: Teachers’ feelings toward the uses of computers in an ESL classroom
1 I like using computers in my
2 Using computers makes me more self-confident in my teaching career 0 6.7 13.3 60 20
3 I want to learn a lot about computers as teaching aids 0 0 20 66.7 13.3
4 Working with computers would be enjoyable and stimulating 0 6.7 13.3 46.7 33.3
5 I sometimes get nervous just thinking about computers 0 0 80 20 0
6 Working with a computer makes me feel tense and uncomfortable 6.7 73.3 13.3 6.7 0
SD=strongly disagree; D=disagree; U= Undecided A=agree; SA=strongly agree
A significant majority of teachers at HNTTC, approximately 80%, expressed a preference for using computers in their English classes, highlighting their recognition of the importance of technology integration in education Only 13.3% remained undecided about their feelings toward computer usage in teaching Furthermore, when asked if using computers boosts their self-confidence in their teaching careers, 20% of teachers strongly agreed, while 60% agreed, indicating that computers serve as valuable tools that enhance both the delivery of information and the teachers' confidence in the ESL classroom.
Besides, 80% of the teachers showed their (strong) agreement that they wanted to learn a lot about computers as teaching aids Correspondingly, the same number
27 of teachers answered that working with computers would be enjoyable and stimulating
In a recent survey, 20% of teachers reported feeling nervous when thinking about computers, while 80% remained undecided on the matter Interestingly, a significant 80% of teachers disagreed with the notion that using computers in the classroom induces tension or discomfort This highlights a complex landscape of teachers' beliefs regarding the integration of computers in ESL education.
The following eight questions examined teachers' beliefs regarding the use of computers in English Language Teaching (ELT) The findings revealed that the majority of teachers recognized the usefulness and effectiveness of computers in education and held positive attitudes towards their integration in the classroom Detailed results are presented in the accompanying table.
Table 6: Teachers’ beliefs toward the uses of computers in an ESL classroom
1 Computers in language teaching are useful because of the speed in getting feedback for the exercises
2 Using computers in classroom is very interesting because students are more attentive when computers are used
3 Computers can be a good supplement to support teaching and learning
4 Computers make lessons more fun and enjoyable for students 0 0 6.7 93.3 0
5 Computers are very easy to use 0 26.7 40 33.3 0
6 Having a computer available to me would improve my general satisfaction toward using it
7 It would take too much time to learn how to use computers successfully 0 40 13.3 40 6.7
8 Planning lessons by computers is a waste of time 0 0 6.7 13.3 80
SD=strongly disagree; D=disagree; U= Undecided A=agree; SA=strongly agree
Over 90% of respondents agreed that computers enhance language teaching by providing quick feedback on exercises The use of computers in the classroom captivates students, making them more attentive and engaged Additionally, computers contribute to making second or foreign language learning more enjoyable and serve as valuable supplementary tools in the educational process.
Incorporating computers into lessons significantly enhances the teaching and learning experience, making it more enjoyable for students This highlights their recognition of information technology's vital role in promoting English language education, as they consider it an essential tool for effective language teaching.
A survey of teachers revealed that 33.3% found computers easy to use, while 26.7% disagreed, and 40% were uncertain about their usability This uncertainty may stem from insufficient knowledge or inadequate training in computer technology for language instruction.
A significant 93.3% of teachers believe that access to computers enhances their overall satisfaction with using technology in education This is particularly important for foreign language instructors, as it fosters a positive computer usage habit from the outset, ultimately leading to improved English teaching outcomes Furthermore, adequate computer facilities in schools are likely to encourage teachers to integrate computers into their ESL classrooms effectively.
A survey revealed that 46.7% of teachers believe that learning to use computers effectively requires a significant investment of time, while 53.3% disagree This discrepancy may stem from a lack of self-confidence among teachers, potentially due to their unfamiliarity with computer technology resources.
A significant majority of teachers, 93.3%, believe that planning lessons using computers is a time-consuming endeavor They often find themselves spending excessive time searching for materials to create PowerPoint presentations for their lessons This highlights a critical perspective on the use of computers in ESL classrooms.
In order to prove teachers’ positive attitudes toward the uses of computers, five statements are designed to find out teachers’ behaviors in classroom
Table 7: Teachers’ behaviors toward the uses of computers in an ESL classroom
1 I teach English through the use of laptops instead of desktops
3 I supply the lessons more exciting with pictures, video clips or some assisted – learning softwares… through the use of computer in classroom
4 Useful information and video on the World Wide Web
(Internet) are used in the lessons
5 I have some technical problems in presenting my lessons by computers in classroom