Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers

Basit Öğe Kaydı
dc.authorid0000-0003-2716-5668
dc.authorid0000-0001-8951-3256
dc.authorid0000-0002-0735-2469
dc.contributor.authorYüce, Erkan
dc.contributor.authorSeitova, Meruyert
dc.contributor.authorŞentürk, Burcu
dc.date.accessioned2024-05-03T12:27:53Z
dc.date.available2024-05-03T12:27:53Z
dc.date.issued2024
dc.departmentEğitim Fakültesi
dc.description.abstractSelf-efficacy has contributed to foreign language education contexts profoundly. However, with recent changes, especially after the pandemic, more is needed to learn about language teachers' self-efficacy in using technology in online education. To address this issue, the current study tried to reveal online learning self-efficacy in using technology among EFL teachers from a cross-cultural perspective involving Turkish and Kazakh teachers. The study followed a qualitative inquiry, and an open-ended questionnaire was employed. The study involved 43 EFL teachers, 21 from Turkiye and 22 from Kazakhstan. The data obtained from the open-ended questions were analysed with the help of MAXQDA software. Top-down and bottom-up strategies were utilised concurrently to form the themes and subthemes. The results indicated that Turkish and Kazakh EFL teachers shared nearly similar views regarding feelings, challenges, factors, and strategies on online learning self-efficacy in using technology in EFL courses, while they held different views regarding the influence of culture on online learning self-efficacy in using technology in EFL courses. The study concluded with a discussion of the findings to provide implications for foreign language educators. The sources of OLSE to use technology in foreign language courses among Turkish and Kazakh EFL teachers were explored.Turkish and Kazakh EFL teachers held similar views regarding feelings, challenges, factors, and strategies on OLSE.Turkish and Kazakh EFL teachers held different views regarding the influence of culture on OLSE.
dc.identifier.doi10.1007/s40299-023-00784-4
dc.identifier.issn0119-5646
dc.identifier.issn2243-7908
dc.identifier.scopusqualityQ1
dc.identifier.urihttps:/dx.doi.org10.1007/s40299-023-00784-4
dc.identifier.urihttps://hdl.handle.net/20.500.12451/11769
dc.identifier.wosWOS:001096297400001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofThe Asia-Pacific Education Researcher
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectOnline Learning
dc.subjectTeacher Self-efficacy
dc.subjectTechnology
dc.subjectEFL
dc.subjectCross-cultural Comparison
dc.titleOnline Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers
dc.typeArticle

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