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Porta Linguarum, Nº20, junio 2013 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/29562

Title: Prospective and regular ELT teachers digital empowerment and self-efficacy
Other Titles: El fortalecimiento de competencias digitales en los futuros profesores de ELT y la autoeficacia docente
Authors: Sarýçoban, Arif
Issue Date: Jun-2013
Abstract: This study examines the possible correlation between (a) digital empowerment and their teacher self-efficacy in general, (b) the level of prospective ELT teachers’ digital empowerment and their teacher self-efficacy beliefs, (c) the level of regular ELT teachers’ digital empowerment and their self-efficacy beliefs, and tries to see if prospective ELT teachers and regular ELT teachers differ in digital empowerment and their self-efficacy beliefs. A statistically significant correlation exits between digital empowerment and teacher self-efficacy in foreign language teaching context. All the same, a statistically significant correlation between the level of prospective ELT teachers’ digital empowerment and their teacher self-efficacy beliefs has been observed as well as the significant correlation coefficient for their mentors. Additionally, we have seen correlations between self-efficacy and (a) motivation, (b) technical availability and utilization, and (c) competency in the use of technology. Moreover, it was found that prospective ELT teachers and regular ELT teachers only differ in digital empowerment but in self-efficacy. The only difference was observed in technical availability and utilization in favor of regular teachers (mentors). Therefore, it is concluded that foreign language teachers should become acquainted with digital technologies for more effective classroom teaching. To do so, motivation with positive attitudes towards information technologies, and feeling competent through more practice in pre-service foreign language teacher training programs at least in order to improve their self-efficacies by creating a positive classroom environment should be provided.
Publisher: Universidad de Granada
Keywords: Digital empowerment
Self-efficacy
Prospective ELT teachers
Mentors
Futuros profesores
Autoeficiencia docente
Competencias digitales
URI: http://hdl.handle.net/10481/29562
ISSN: 1697-7467
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Sarýçoban, A. Prospective and regular ELT teachers digital empowerment and self-efficacy. Porta Linguarum, 20: 77-87 (2013). [http://hdl.handle.net/10481/29562]
Appears in Collections:Porta Linguarum, Nº20, junio 2013

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