Tessie's Preliminary Research Findings

Dear Colleagues,

I finally got some preliminary findings from the survey. The questionnaire about using technology (computers and the Internet) in EFL tertiary teaching was administered to 42 lecturers from 7 Thai public universities. It was found that among 15 statements of beliefs about technology-enhanced language instruction, the majority of the respondents reported that they hold beliefs represented in statements number 5, 3, and 13 respectively. More than 70 percent of the respondents agreed on the statement of beliefs number 5, that student do online language exercises according to their proficiency levels. In the same way, statement of beliefs number 3 mentioning students using online references such as dictionaries or translation tools to improve their written texts was also selected. There was as well a high response rate on Item 13 which represents the role of technology as a tool for student to access authentic language input such as television, radio, and news websites in order to stimulate students’ language output.

On the other hand, only 16.6 percent of the respondents had chosen statement number 14 which focuses on students creating web pages to connect themselves to a broader community. In addition, only 20 percent of the respondents had agreed on number 11 (using the tool to promote knowledge construction) and number 7 (students go online to get corrective feedback) as their most relevant beliefs about technology in their teaching.
















From the above results, I would like to open a discussion here.
- Why do Thai university teachers perceive technology integration in that way?
- What would be underlying reasons of their stated beliefs?

All comments, suggestions and ideas from language teachers and students are very much welcome!

NOTE: Please scroll down and you will see a 'post a comment' where you can type your comment.

Thank you. Your interest is very much appreciated. :-)

Tessie

P.S. These are 15 statement of beliefs in my questionnaire:
1. Students word process their written assignments or essays to reduce spelling and mechanical mistakes.
2. Emails, chat, and web discussion are used to provide students with greater opportunities to practice English language.
3. Students use online references such as dictionaries or translation tools to improve their written texts.
4. Students are encouraged to join social network sites or online groups such as Facebook, hi5, Yahoo, or Google group to exchange ideas with other people in English.
5. Students do language exercises (e.g. pronunciation practices, choosing the correct verb forms, and error detections) in the CD-ROMs or recommended websites according to their proficiency levels.
6. Computers are used to deliver multimedia lessons (e.g. shopping, using health services, and using public transportation) in order to promote learners’ motivation.
7. Students go online to get corrective feedback on their language from more competent English language speakers.
8. Students practice online authentic communication such as sending emails and web conferencing as an apprenticeship for their professional skills.
9. Students work on online tasks using websites to develop critical thinking (e.g. evaluating sources, identifying facts from opinions, and finding possible solutions).
10. Students study native speakers’ language in academic English websites as a model of academic genres such as essays, reports, and
11. Emails and chat rooms are used to promote knowledge construction through inquiring, exchanging ideas, and discussion.
12. Students use chat and emails to establish intercultural competence (i.e. understanding one’s culture and others’ cultures) with international keypals.
13. Online authentic English sources such as television or newspaper websites (e.g. BBC, VOA, and Bangkok Post) are used to stimulate students’ verbal or written communication.
14. Students publish their academic or personal web pages to connect themselves to a broader community.
15. Students individually or collaboratively create an English web site to promote their communities or to serve local organizations (e.g. tourist information sites , schools, and OTOP shops).