EFL Teachers’ Pedagogical Beliefs and Practices With Regard to Using Technology

Understanding more about the relationship between teachers’ content-specific pedagogical beliefs and practices with regard to their technology will help teacher educators prepare teachers to integrate technology to support teaching and learning. This study explored the relationship between English as foreign language (EFL) teachers’ content-specific pedagogical beliefs and their technology integration practices. Using a multiple-case-study research design, we examined 12 secondary-level EFL teachers’ beliefs using Johnson’s (1992 Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Literacy Research, 24(1), 83–108.[Crossref] , [Google Scholar]) framework of skill-based, rule-based, or function-based. The findings suggested an overall alignment between EFL teachers’ content-specific pedagogical beliefs and technology integration practices. While EFL teachers used similar technology tools, the same tools were used to support different types of teaching practices depending on teachers’ content-specific pedagogical beliefs.