Teachers' Attitudes towards the Use of Instructional Technology and its Impact on Their Self-efficacy

Document Type : Original Article


1 PhD Candidate in TEFL, Department of English Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

2 Assistant Professor of TEFL, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

3 Professor of Applied Linguistics, Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran.



This quantitative study intended to investigate Iranian EFL Teachers' attitudes towards the use of instructional technology in their classroom and its impact on their self-efficacy. Eighty teachers were surveyed using Teacher Sense of Self-Efficacy Survey (TSES) and the Media Technology Usage and Attitudes Scale (MTUAS). The first research question was designed to examine teachers' attitudes towards the use of instructional technology within the classroom and its effects on their self-efficacy and concerning the subscales of teacher self-efficacy, the findings significantly predicted the impacts of the use of instructional technology on teachers’ self-efficacy. In addition, after analyzing the data using Multiple Regression Analysis, it was further discovered that teacher self-efficacy had a significant relationship with the ability to integrate all of the sub-groups: smartphones, the internet, social media, texting, and email; The results showed that emails and smartphones, two subscales of media questionnaire, could highly predict the significant impacts of the use of integrated technology on teachers' self-efficacy. The findings suggested that training for technology-related components may not need to focus on how to use the technologies, but focusing more on how the technologies can benefit the classroom and help learners to improve their learning within the classroom.


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