JOURNAL OF LANGUAGE STUDIES

Examining E-Readiness of Teachers in EFL Classes

Deeman Musheer Mawloood

Department of English, College of Basic Education, Salahaddin University, Erbil

DOI: https://doi.org/10.25130/lang.7.3.7

Keywords: e-readiness, EFL language teaching, technology integration

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Abstract

This study aims to examine foreign English language teachers' e-readiness to integrate technology in teaching English as a foreign language. Further, the study will examine the demographic and tech-savvy background of the teachers to determine the effect of these two variables on the technology readiness level. This research utilized a quantitative method design. The collected data were examined to answer a couple of research questions: Firstly, are EFL teachers ready to integrate technology into the classroom? Secondly, what is the effect of demography and tech-savvy background on the e-readiness of teachers? A 24item, 5-point Likert-type scale was administered to 50 teachers from Salahaddin University Colleges of Education and Basic Education in the academic year (2022-2023), who were randomly selected to participate in an online questionnaire, Cronbach’s alpha was used to test the reliability of the questionnaire items. The results showed that most EFL teachers at salahaddin University are ready to integrate and use technologies in their teaching classes. However, they see that they need more training courses on how to integrate it into their classes. Further, there was not any significant difference between the e-readiness of gender (male and female), age, and degree of teachers with overall readiness of teachers but there was a significant difference between overall technology readiness and Academic rank, teaching experience, and the number of received training courses on integrating technology into the classroom.

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