考察英语教师的TPACK认知、Web 2.0工具使用、工作量和技术压力水平

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.315306

Şadıman Hunutlu, Sevda Küçük

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引用次数: 0

摘要

本研究旨在考察英语教师在web 2.0工具使用、工作量和技术压力水平方面的TPACK认知。本研究以170名英语教师为研究对象，采用滚雪球抽样的方法，运用方差分析、多元回归及描述性分析对数据进行分析。结果显示，英语教师在技术压力和工作量适中的情况下对TPACK有积极的看法，他们使用web 2.0工具，尽管不是很频繁。考虑到TPACK感知和web 2.0工具的使用，基于工作量和技术压力水平实现了显着差异。技术压力低的教师更渴望使用web 2.0工具，使用更多web 2.0工具的教师有更积极的TPACK感知，更多的web 2.0工具使用增加了教师的工作量。Web 2.0工具的使用、工作负载和技术压力水平是TPACK感知的重要预测因素。本文从理论见解、技术集成语言学习环境的实践以及未来的研究方向等方面进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels

This study was conducted to examine English teachers' TPACK perceptions in light of web 2.0 tools usage, workload, and technostress levels. The participants were 170 English teachers and the data were collected using snowball sampling and analyzed by applying MANOVA, and Multiple Regression with descriptive analyses. The results revealed that English teachers have positive TPACK perceptions with a moderate level of technostress and workload and they use web 2.0 tools, although not very often. Considering TPACK perception and web 2.0 tools usage, significant differences were realized based on workload and technostress levels. Teachers with low technostress are more eager to use web 2.0 tools, teachers using more web 2.0 tools have more positive TPACK perceptions and more web 2.0 tools usage increases teachers' workload. Web 2.0 tools usage, workload, and technostress levels are significant predictors of TPACK perception. Implications are discussed in terms of theoretical insights, practices for technology-integrated language learning environments, and further research directions.

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.