1LSL-L! 18.

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Bespite the cleai benefits pioviueu by uigital euucational tools, Tuikish teacheis of
English as a foieign language (EFL) aie often seen as failing to take auvantage of
computing technologies in the classioom. Beficiencies in teims of teacheis' uigital
liteiacies aie often faulteu foi this omission. The majoiity of stuuies conceining
Tuikish EFL teacheis' technology use have focuseu on measuiable aspects of theii
skills anu piactice. Bowevei, the ieseaicheis believeu that the peiceptions of
Tuikish teacheis of English conceining theii own level of competence, as well as
othei issues involveu in applying uigital tools, coulu pioviue insight into whethei
euucatois have the capacity to take full auvantage of available leaining technologies.
Accoiuingly, a seiies of inteiviews was applieu with 6 elementaiy anu high school
teacheis. The iesults ievealeu that, in contiast to much of the existing ieseaich, the
paiticipants felt geneially confiuent about theii level of skill in applying these
iesouices. Fuitheimoie, they founu uigital tools to be motivating anu to impiove
stuuents' attituues towaiu language leaining, as well as incieasing theii pioficiency.
0n the othei hanu, limiteu access to computeis anu the Inteinet often pieventeu
teacheis fiom taking auvantage of uigital meuia in theii teaching.
K"M,-&4': Cuiiiculai iefoim, uigital liteiacy, uigital liteiacies, EFL, English as a
foieign language, English language instiuction




1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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!"# 647/+(/1#2 *0 8,1,(/& !#/'",+1 !**&2 ,+ ("# 9*)#,1+ 5/+1./1# :&/22)**;
In teims of English language leaining (ELL) in paiticulai, Ciaig anu Patten (2uu7)
note that uigital iesouices have been shown to suppoit leaineis in ueveloping
veibal inteiaction skills, incieasing theii vocabulaiy, anu impioving theii ieauing
compiehension. Fuitheimoie, access to the Inteinet anu social meuia uevelops
stuuents' inteicultuial skills anu piomotes global awaieness. In auuition,
Waischauei anu Bealey (1998, as citeu in Biown, 2uu1, p. 14S) contenu that
integiating uigital technologies in the English language classioom allows foi
inuiviuualization in laige classes; facilitates multimoual piactice; encouiages
collaboiation; anu incieases the "fun" factoi foi leaineis.
Yet, uespite the wiuely accepteu benefits of computing anu online technologies in
foieign language leaining, euucational ieseaicheis have pointeu out that in many of
touay's language classiooms, leaineis aie fiequently exposeu only to tiauitional
teaching methous anu instiuctional mateiials (e.g., language couise books) anu have
little oi no oppoitunity to engage with uigital leaining tools (Chen, Belkaua, &
0kamoto, 2uu4; Be la Fuente, 2uuS; Kaiamustafaoglu, Kose, & Bilen, 2uuS;
Kawaguchi & Bi Biase, 2uu9; Kesslei & Bikowski, 2u1u; Levy, 2uu9). As Yellenu
(2uu1) points out, auheience to tiauitional teaching methous fails to auequately
suppoit leaineis in ueveloping the skills iequiieu foi success in touay's technology-
uiiven society; anu consequently, lack of exposuie to online iesouices such as
inteiactive social meuia can be vieweu as a ciitical issue, paiticulaily in euucational
settings wheie English leaineis have few occasions to piactice theii communicative
skills in an authentic, inteiactive enviionment.
Reseaicheis such as Bingimlas (2uu9), Bianul (2uu2), Cie anu 0zuenei (2uu8),
Kaiamustafaoglu et al. (2uuS) anu Naglic (2uu7) have pioposeu that this
ciicumstance iests laigely on the failuie of classioom teacheis to effectively
integiate uigital leaining tools in theii piactice; theiefoie, a gieat ueal of attention
has been focuseu on unueistanuing the ieasons foi this failuie. In this iespect,
Bingimlas (2uu9) iefeis to two uistinctive types of impeuiments which impaii
language teacheis' use of technology anu contiibute to theii lack of uigital liteiacy:
(1) "intiinsic" baiiieis, which concein teacheis' confiuence, beliefs, anu attituues
towaiu using uigital leaining tools; anu (2) "extiinsic" factois, incluuing limitations
in teims of tiaining, institutional suppoit, time, anu access to computei iesouices
(p. 2S7).
<+(),+2,' =/)),#)2 (* (#'"+*&*1> .2#. With iegaiu to intiinsic factois, a ueficiency in
uigital liteiacies (Bawuen, 2uu1), oi insufficient knowleuge of technical tools anu
how to apply them foi instiuctional puiposes, have fiequently been citeu as leauing
factois in EFL teacheis' failuie to incoipoiate uigital mateiials in theii piactice. As
Bockly (2u12) points out, language teacheis "may not feel confiuent with
technology themselves oi have ieceiveu little oi no tiaining in how to use
technology" (p. 11u). This shoitcoming may significantly impaii teacheis' capacity
to pioviue an instiuctional enviionment that allows language leaineis to take
auvantage of these valuable euucational iesouices (Cie & 0zuenei, 2uu8; 0zuenei
& Imamoglu, 2uuS). A stuuy caiiieu out by Al-Kahtani anu Al-Baiuei (2u1u)
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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suppoits this contention, auuitionally ievealing that iesistance to change anu "feai
that technology will someuay ieplace them" (p. 1SS) fuithei uiscouiageu Aiab
teacheis of English fiom attempting to employ uigital iesouices in theii lessons.
Fuitheimoie, Al-Kahtani (2uu4) founu that EFL teacheis in Sauui Aiabia often
expiesseu concein that use of the Inteinet in theii teaching cieateu a iisk of
exposing leaineis to cultuially inappiopiiate mateiials.
%?(),+2,' =/)),#)2 (* (#'"+*&*1> .2#. Beyonu language teacheis' peisonal attituues
anu theii level of competence, Al-Kahtani anu Al-Baiuei (2u1u) uelineate numeious
extiinsic obstacles to implementing uigital euucational iesouices:
Lack of onsite technical anu auministiative suppoit;
Lack of assistance in supeivising stuuents while using technology;
Lack of specialists available to assist stuuents in ueveloping the necessaiy
computei skills;
Lack of computei availability;
Lack of time iequiieu to successfully integiate technology into the
cuiiiculum;
Bigh cost of equipment anu iapiu changes in technology (p. 1SS)
In auuition to these issues, lack of tiaining oppoitunities in the use of computeiizeu
teaching tools is citeu by numeious othei ieseaicheis as an ongoing pioblem
(Balanskat, Blamiie, & Kefala, 2uu6; Bingimlas, 2uu9; 0zuen, 2uu7; Topiaki, 2uu6).
Bu Plessis anu Webb (2u12) fuithei aigue that lack of infiastiuctuie in ueveloping
countiies often cieates a baiiiei to access of even basic computing tools in public
schooling; as a iesult, theie is no oppoitunity foi teacheis to incoipoiate uigital
iesouices in theii teaching, iegaiuless of theii ability to apply these tools anu theii
attituues towaiu uigital teaching iesouices.

@.)A*2# *0 ("# 3(.4>
Along with the cuiient effoit to moueinize the English language teaching piogiam
in Tuikey, the Tuikish Ninistiy of National Euucation has iecently intiouuceu an
innovative piogiam known as the FATIB pioject, which aims to equip classiooms
thioughout the countiy with SNART Boaius anu computeis, as well as pioviuing
leaineis with tablet PCs, an unueitaking which is expecteu to be caiiieu out ovei the
next seveial yeais (FATIB Pioject, 2u12). Theiefoie, as it is eviuent that uigital
teaching iesouices can be expecteu to take on an incieasingly piominent iole in
English language instiuction, the question of whethei foieign language teacheis can
effectively apply these tools is of substantial concein. With this in minu, the
ieseaicheis ieasoneu that in oiuei to assist teacheis in making sense of "the iole
that technology can play in theii classiooms" (Al-Kahtani & Al-Baiuei, 2u1u, p. 1SS),
it is essential to unueistanu the factois - both intiinsic anu extiinsic - that eithei
piomote oi iestiict teacheis' ability to use uigital technologies in EFL instiuction.
In this iegaiu, the majoiity of the ieseaich conceining uigital technology use in
Tuikish euucation has focuseu on measuiing teacheis' knowleuge anu level of
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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comfoit with using technology in the classioom, as well as the extent of theii effoits
to incoipoiate uigital tools in theii teaching. Bowevei, the ieseaicheis felt that the
peisonal insights of language teacheis conceining theii competence in using
technical mateiials, as well as theii attituues towaiu the use of uigital technology in
language instiuction, shoulu not be oveilookeu. Theii attituues towaiu technology
use may be a significant factoi in theii willingness, as well as theii positive effoits to
employ uigital tools in theii teaching, anu theiefoie, unueistanuing theii
peispectives may pioviue gieatei unueistanuing of the factois that piomote oi
inhibit theii ability to take auvantage of these impoitant euucational iesouices.
Theiefoie, the cuiient stuuy was uesigneu in oiuei to auuiess the following
ieseaich questions:
1. Bow uo Tuikish EFL teacheis peiceive the use of uigital technologies in
foieign language instiuction.
2. In theii eyes, how uoes the English language teaching cuiiiculum pioviue foi
the use of technological tools.
S. Bow uo English language teacheis view the availability of uigital
instiuctional iesouices.
4. What aie theii peiceptions conceining theii own level of uigital liteiacy; i.e.,
uo they feel that they have the level of confiuence anu competence neeueu to
effectively apply uigital leaining tools in theii teaching anu to instiuct
leaineis in theii use.

B#("*4
This stuuy was caiiieu out unuei the aegis of a laigei-scale giant pioject conuucteu
by the fiist ieseaichei conceining use of uigital technology in ELT instiuction |1j.
The laige-scale pioject involveu an investigation of the paiticipants' expeiiences
anu intentions with iespect to the use of uigital teaching tools in the classioom.
Bowevei, in teims of the piesent stuuy, the ieseaicheis weie inteiesteu in
ueveloping an in-uepth unueistanuing of the motivations anu attituues that
influenceu teacheis' use of uigital technology, iathei than on geneializable uata
conceining theii actual classioom piactice; theiefoie, a qualitative appioach to the
cuiient investigation was founu to be most appiopiiate (Cieswell, 2uu7).

3#((,+1 /+4 @/)(,',A/+(2
The population of inteiest was English language teacheis woiking in Tuikey's state-
iun schools; theiefoie, puiposive sampling was employeu in oiuei to taiget the
inuiviuuals fiom whom the most ielevant infoimation coulu be obtaineu (Patton,
2uu2). In this case, the ieseaicheis believeu that focusing on a small gioup of
paiticipants woulu be the most effective means of gaining uetaileu infoimation
conceining theii peispectives on uigital technology use (Fiaenkel & Wallen, 2uu8).
Fuitheimoie, the ieseaicheis weie inteiesteu in the expeiiences of teacheis
woiking in uiveise euucational settings. In oiuei to ieach the uesiieu population in
the most efficient mannei, the ieseaicheis soliciteu iefeiials fiom colleagues in the
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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fielu anu contacteu a numbei of English language teacheis who weie woiking in
state-iun elementaiy anu seconuaiy schools in a miu-size city on the noitheastein
coast of Tuikey. 0f the inuiviuuals contacteu, six teacheis agieeu to paiticipate; both
males anu females weie incluueu. 0ne of the paiticipants was teaching in a
goveinment-iun boaiuing school, while anothei was employeu in a vocational high
school. The iemaining paiticipants weie woiking in mainstieam public elementaiy
anu high schools. Piioi to the uata collection phase, the paiticipants weie infoimeu
of the puipose of the stuuy, anu wiitten consent was obtaineu foi the use of the
inteiview uata. Peimission foi conuucting ieseaich with the teacheis was obtaineu
in conjunction with the laigei giant pioject.

8/(/ :*&&#'(,*+
As Bi Cicco-Bloom anu Ciabtiee (2uu6) point out, in-uepth inteiviews offei one of
the most effective methous of exploiing the complexities behinu inuiviuual
peiceptions anu behaviois; accoiuingly, the uata collection phase of the stuuy was
uesigneu aiounu a seiies of peisonal inteiviews with the teachei-paiticipants. As
the paiticipants weie English teacheis with auvanceu language skills, the inteiviews
weie caiiieu out in English. The questions (see appenuix) weie uesigneu to elicit the
paiticipants' views anu expeiiences in oiuei to ieveal whethei they consiueieu
themselves to be competent in the use of computei-baseu language tools; whethei
they consiueieu that applying these iesouices was feasible unuei the cuiient
ciicumstances in theii schools; anu whethei they felt that uigital technologies
pioviueu significant benefits in language euucation. While the questions weie
foimulateu piioi to the inteiviews in oiuei to ensuie that all aspects of the ieseaich
questions weie auuiesseu, the paiticipants weie encouiageu to expanu on theii
iueas anu to auu theii own insights to the uiscussion.

8/(/ 6+/&>2,2 /+4 :)#4,=,&,(>
Bata collection anu analysis weie caiiieu out concuiiently (Silveiman, 2uu1),
allowing the ieseaicheis to follow up in a timely mannei if claiification of the
iesponses was iequiieu. The inteiview tiansciipts weie ieau seveial times by the
ieseaicheis. Buiing the iteiative ieauings, a numbei of uistinctive themes emeigeu
fiom the uata conceining the paiticipants' attituues towaiu technology use. In
accoiuance with these themes, the ieseaicheis uevelopeu a list of categoiies anu
subcategoiies baseu on the paiticipants' use of language in uesciibing theii views
(Benzin, Lincoln, Ryan, & Beinaiu, 2uuu; Ranu & Beinaiu, 2uuS). Foi instance, a
statement such as "I think uigital technology is necessaiy in teaching a language"
(Paiticipant 2) was classifieu unuei the subcategoiy A/)(,',A/+(2C 1#+#)/& /((,(.4#2
(*D/)4 4,1,(/& (#/'",+1 (**&2; while a iemaik that "the cuiient English language
cuiiiculum suppoits the use of uigital meuia" (Paiticipant 6) was classifieu
as 2.,(/=,&,(> *0 ("# '.))#+( (#/'",+1 A)*1)/; 0*) ("# /AA&,'/(,*+ *0 (#'"+*&*1,'/&
(**&2. A colleague with similai ieseaich expeiience was askeu to ieau the tiansciipts
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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inuepenuently to veiify that the categoiies iuentifieu by the ieseaicheis, as well as
theii inteipietations of the iesponses, weie appiopiiate (Fiaenkel & Wallen, 2uu8).
Finally, in oiuei to contextualize the inuiviuual iesponses within the laigei uata set,
the total numbei of unique iesponses was counteu, ievealing 71 inuiviuual
statements that coulu be classifieu unuei one of the categoiiessubcategoiies foi
inteipietation. The iesponses assigneu to each categoiy anu subcategoiy weie then
tallieu; anu the fiequencies of each iesponse type weie calculateu as a peicentage of
the oveiall numbei of iesponses. While the peicentage of iesponses ielateu to a
given categoiy is not necessaiily inuicative of the impoitance placeu on that
categoiy by the inuiviuual paiticipants, tiacking this uata allows a pattein to emeige
in teims of the topics that ieceiveu moie oi less attention fiom the gioup as a whole.
An inventoiy of the categoiies anu subcategoiies iuentifieu uuiing the analysis is
pioviueu below, in Table 1, along with the ielateu fiequencies.

!#G2" @O P.I".1-&M -9 $#1"0-&+"' 5'"4 +. #.#2MQ+.0 1%" R#&1+$+R#.1'( &"'R-.'"'
:#1"0-&+"' F-O -9
&"'R-.'"'
S -9
&"'R-.'"'
T"2#1"4 '5G$#1"0-&+"'
Peuagogical
consiueiations with
iespect to technology
use in EFL instiuction
19 27% Paiticipants' geneial
attituues towaiu uigital
teaching tools EF
)#2A*+2#2GHHIJ;
Peiceiveu peuagogical
auvantages of uigital
technology EK
)#2A*+2#2GHHIJ;
Peiceiveu uiawbacks of
uigital technology EL
)#2A*+2#2GMIJ.
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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:#1"0-&+"' F-O -9
&"'R-.'"'
S -9
&"'R-.'"'
T"2#1"4 '5G$#1"0-&+"'
Attituues conceining
euucational suppoit
foi technology use
44 62% Suitability of the cuiient
teaching piogiam foi the
application of
technological tools EM
)#2A*+2#2GNIJ;
Access to tiaining
oppoitunities EM
)#2A*+2#2GNIJ;
Auministiative suppoit
foi use of technology in
the classioom (HO
)#2A*+2#2GHPIJQ
Availability anu auequacy
of uigital teaching
toolsEOM )#2A*+2#2GLLIJ.
Peiceptions
conceining peisonal
skills anu knowleuge
with iespect to uigital
teaching tools
8 11% Expeiience with
technology use in the
classioomEL
)#2A*+2#2GMIJ;
Confiuence in ability to
use technology in the
classioom ER
)#2A*+2#2GPIJ.

S#2.&(2 /+4 8,2'.22,*+
The iesults of the inteiviews aie piesenteu heie accoiuing to the categoiies
outlineu above. In oiuei to pieseive the anonymity of the teacheis, they aie
iefeienceu as Paiticipant 1, Paiticipant 2 anu so on.

@#4/1*1,'/& :*+2,4#)/(,*+2 D,(" S#2A#'( (* !#'"+*&*1> T2# ,+ %95 <+2().'(,*+
The iefeiences maue by the paiticipants to peuagogical consiueiations in using
uigital teaching tools maue up 27% of the oveiall iesponses. The majoiity of these
weie favoiable, inuicating an attituue that technology use in the language teaching
anu leaining piocess is not only beneficial, but necessaiy in piepaiing stuuents to
ueal with the iequiiements of mouein society. A few uiawbacks weie also noteu,
mainly ielating to classioom management of these tools, iathei than theii
peuagogical use.
@/)(,',A/+(2C 1#+#)/& /((,(.4#2 (*D/)4 4,1,(/& (#/'",+1 (**&2. The paiticipants
expiesseu oveiall agieement about the effectiveness of uigital iesouices in foieign
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
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language teaching, noting theii capacity to motivate stuuents anu pioviue conciete
examples of abstiact concepts. As Paiticipant 2 explaineu:
I think uigital technology is necessaiy in teaching a language. Teaching a
language iequiies awakening the sensoiy oigans. This is only possible
thiough using technology. 0theiwise, you aie only tiying to teach abstiact
things. You have to encouiage stuuents' motivation to leain by using
technology.
This attituue, which echoes the asseitions of Boinyei (2uu1), Kawaguchi anu Bi
Biase (2uu9), anu Kesslei anu Bikowski (2u1u) that computeiizeu, inteiactive
teaching tools aie motivating foi leaineis, was suppoiteu by Paiticipant 6's
contention that "eveiybouy who wants to leain a foieign language shoulu get a
computei anu the Inteinet." In auuition, in line with Ciaig anu Patten's (2uu7) belief
in the ability of uigital tools to piomote effective, inuiviuualizeu instiuction that
auuiesses a wiue iange of leaining styles, Paiticipant S enumeiateu the following
benefits of computei iesouices:
Effective time management, an easy anu uetaileu evaluation piocess,
inteiesting anu inteiactive piesentation techniques, suppoit foi stuuents'
inuiviuual uevelopment anu assessment, home-leaining oppoitunities, anu
use of vaiious mateiials which auuiess multiple intelligences can be listeu as
some of majoi benefits of technology integiation in language classiooms.
Fuitheimoie, the iesponuents geneially expiesseu that technology is pait of
eveiyuay life anu cannot be oveilookeu in the leaining piocess. As Paiticipant S
noteu, theie is "a stiong obligation foi the integiation of these technologies in oui
teaching, because the woilu is totally uigitalizeu, anu this is not a mattei of question
anymoie." Bis view was ieiteiateu by Paiticipant 2, who iemaikeu that:
|Bigital toolsj play a vital iole in foieign language instiuction, especially in
teims of communicative goals. 0ui centuiy is a technological one, anu we
cannot think about the woilu without technology. Theiefoie, we have to
integiate uigital technology into language instiuction.
@#)'#,7#4 A#4/1*1,'/& /47/+(/1#2 *0 4,1,(/& (#'"+*&*1>. In teims of the peuagogical
benefits of uigital leaining tools, the teacheis geneially expiesseu that technical
iesouices weie highly effective in incieasing leaineis' attention, as aigueu by
Biown (2uu1). Accoiuing to Paiticipant 1, "leaining new things is easiei, anu the
knowleuge is much moie peimanent in |leaineis'j minus. Noieovei, it is easiei to
iecall the infoimation that was leaint befoie." In auuition, online souices weie
peiceiveu as beneficial in that they alloweu teacheis anu stuuents to access a wiue
iange of leaining mateiials, as well as to communicate with othei language leaineis.
As Paiticipant 6 iemaikeu:
visual mateiials anu teaching texts aie easily available thanks to uigital
technologies; anu besiues, stuuents aie able to communicate with theii peeis
aiounu the woilu with the help of the Inteinet .. In this way, they can use
the language anu have the oppoitunity to listen to native speakeis.
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
9
This view conceining the accessibility of teaching mateiials, as well as the ability of
the Inteinet to facilitate authentic communication, is wiuely suppoiteu by
ieseaicheis such as Chen, Belkaua, anu 0kamoto (2uu4) anu Kaiamustafaoglu et al.
(2uuS). Fuitheimoie, Paiticipant 2 pointeu to the motivational aspect of uigital
leaining, noting that "stuuents aie moie willing when you use |computei iesouicesj,
anu theii motivation levels aie highei;" this view ieflects the finuings of Naglic
(2uu7), Son (2u11) anu Zellei (2uuS).
@#)'#,7#4 4)/D=/'U2 *0 4,1,(/& (#'"+*&*1>. Foi the most pait, the teacheis' iesponses
uemonstiateu that they saw few uiawbacks to the use of computei-aiueu teaching
tools. Foi those who uiu comment on this issue, classioom management appeaieu to
be the gieatest concein, in line with Al-Kahtani anu Al-Baiuei's (2u1u) asseition
that teacheis' lack of ability to supeivise stuuents' use of inteiactive meuia inhibiteu
them fiom employing uigital instiuctional tools. Paiticipant 4 explaineu that "while
using technology in the classioom, stuuents' attention can shift easily." Paiticipant S
elaboiateu on this view, noting that "if stuuents aie using the Inteinet, theie must
be someone to supeivise them. Sometimes they spenu too much time in fiont of the
computei." Fuitheimoie Paiticipant S commenteu that:
|Stuuents'j leaining motivation may be negatively affecteu if the teachei
cannot manage the piocess effectively; lack of expeiienceu anu well-tiaineu
teacheis can be one of the ueficiencies in the piocess. Also, mechanical anu
technical pioblems anu uevice malfunctions may be pioblematic anu cause
extia expense.
Bis view that teacheis' lack of expeiience coulu potentially negate the benefits of
uigital leaining tools is a familiai one in the liteiatuie (e.g., Cie & 0zuenei, 2uu8;
Bockly, 2u12; 0zuenei & Imamoglu, 2uuS); in auuition, his conceins about technical
pioblems anu the expense of computei equipment miiiois the uiawbacks
uelineateu by Al-Kahtani anu Al-Baiuei (2u1u) conceining inauequate technical
suppoit anu lack of funuing foi uigital iesouices.
6((,(.4#2 :*+'#)+,+1 %4.'/(,*+/& 3.AA*)( 0*) !#'"+*&*1> T2#. Euucational suppoit
foi the use of technology, incluuing the suitability of the cuiient English language
teaching piogiam, auministiative attituues, the availability of iesouices, anu
oppoitunities foi tiaining, maue up a substantial piopoition of the paiticipants'
uiscussion, at 62% of the total iesponses. In this case, while opinions weie
somewhat uiviueu as to whethei the cuiient teaching piogiam suppoiteu the use of
technology, the availability of uigital teaching tools anu access to the Inteinet weie
fiequently iepoiteu as pioblematic. The teacheis geneially felt that theii school
auministiatois encouiageu technology use, anu the majoiity of them expiesseu
confiuence that technical suppoit was available in the event of pioblems ielateu to
equipment oi connectivity. Fuitheimoie, while most of the paiticipants agieeu that
they weie offeieu little in the way of tiaining, they uiu not see this as an impoitant
pioblem, as they weie able to acquiie the necessaiy skills thiough theii own effoits.
3.,(/=,&,(> *0 ("# '.))#+( (#/'",+1 A)*1)/; 0*) ("# /AA&,'/(,*+ *0 (#'"+*&*1,'/& (**&2.
0nly one iesponuent, Paiticipant 6, felt that "the cuiient English language
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
10
cuiiiculum suppoits the use of uigital meuia, because stuuent-centeieu leaining is
the main goal of the system." Bowevei, Paiticipant S believeu that implementing
iecent changes such as the FATIB pioject woulu leau to moie wiuespieau anu
effective use of technology. As he explaineu:
In the last two yeais, with the uevelopment of the FATIB pioject, technology
integiation in classiooms, anu also teacheis' integiation of euucational
technologies, has come to be suppoiteu by officials. Things will become
bettei in the following yeais with the inclusion of well-tiaineu young
teacheis in the system.
Bis iemaiks unueiscoie the effoits of the Ninistiy of National Euucation to
moueinize the cuiiiculum anu biing it in line with Euiopean stanuaius (Republic of
Tuikey, Ninistiy of National Euucation, Boaiu of Euucation, 2u1S). Bowevei, the
peiceptions of some of the paiticipants inuicate a belief that moie piogiess is
necessaiy. Paiticipant S, foi instance, elaboiateu that although "the wiitten
cuiiiculum claims that using of uigital meuia in leaining is impoitant . in piactice,
it uoesn't suppoit this claim." Paiticipant 1 agieeu, pointing out that:
The cuiiiculum shoulu have some goou songs, games, viueos anu so on to use
with uigital technology . The teachei's book shoulu have a CB foi listening,
ieauing, wiiting anu speaking activities; anu it woulu be useful foi |leainingj
giammai patteins. But theie isn't one.
6''#22 (* ()/,+,+1 *AA*)(.+,(,#2. In auuition to the shoitcomings of the cuiiiculum
itself, the paiticipants geneially expiesseu that tiaining oppoitunities, eithei
thiough theii teachei piepaiatoiy piogiams oi thiough tiaining seminais, weie
limiteu oi non-existent in the Tuikish euucational context- an issue which has
pieviously been noteu by ieseaicheis such as 0zuen (2uu7) anu Topiaki (2uu6).
Paiticipant 4, foi instance, iepoiteu that "I hau tiaining seminais about the Inteinet,
|butj I uon't think sufficient tiaining oppoitunities aie available anu accessible."
Likewise, Paiticipant S explaineu that:
In the univeisity, we hau a couise about using computeis in oui fiist yeai.
Asiue fiom that, my |ownj expeiiments have helpeu me to leain to use
technology. I think tiaining oppoitunities aie insufficient in oui countiy, but
you can leain using technology in youi social enviionment.
Similaily, Paiticipant 1 uiu not see this lack of foimalizeu tiaining as a pioblem; in
his view, "I uon't feel like I neeu a tiaining seminai; I can teach myself - I uon't neeu
boiing seminais."
64;,+,2()/(,7# 2.AA*)( 0*) ("# .2# *0 (#'"+*&*1> ,+ ("# '&/22)**;. In teims of
auministiative suppoit foi euucational technology, only Paiticipant 1 saw this as
any obstacle. As she noteu, "I can't say they suppoit us, because . we uon't have any
uigital teaching tools!" 0n the contiaiy, Paiticipant 2 iepoiteu that "Ny school
auministiation suppoits anu encouiages anu even foices us to use technology if we
uon't use it." Paiticipant S likewise felt that his institution pioviueu stiong suppoit
foi uigital leaining; fuitheimoie, he pointeu out that his school was well-equippeu
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
11
to ueal with any technological pioblems that might aiise, as "theie is ICT bianch in
oui school, so we uo not have any pioblem with technical staff."
67/,&/=,&,(> /+4 /4#V./'> *0 4,1,(/& (#/'",+1 (**&2. The issue of access to quality
euucational tools ieceiveu moie attention than any othei aspect of the paiticipants'
iesponses, accounting foi SS% of the total iesponses iuentifieu in the inteiview
uata. In spite of cuiient effoits to expanu the availability of technology in public
school classiooms (FATIB Pioject, 2u12), seveial iesponuents uesciibeu access to
computeis as an ongoing pioblem. Foi instance, Paiticipant 2 explaineu that "we
uon't have computeis, piojectois oi tapes in oui school. I can only use coloiful
pictuies anu flashcaius to teach something new." Likewise, Paiticipant 6 noteu that
"my institution hasn't got auequate facilities. We have a computei lab, |butj only a
few of the classiooms have computeis. Theie is only one computei foi 8u teacheis
anu one computei ioom foi 18uu stuuents." 0f the teaching tools that weie
available, Paiticipant 1 uesciibeu an inteiactive teaching piogiam known as
BYNEB:
|It isj veiy useless anu boiing. We as teacheis aie compelleu to use that
piogiam once a week, but it is nonsense. 0nly if I use my own laptop anu
ieflect it on the boaiu, then we can use an inteiactive way of leaining.
This lack of auequate computing iesouices, which was iepoiteu by Bu Plessis anu
Webb (2u12) as a common issue in ueveloping countiies, also piompteu Paiticipant
4 to use his peisonal laptop foi his classes, while Paiticipant 1 ievealeu that "I have
bought some teacheis' CBs . with my own money."
Fuitheimoie, ability to utilize the Inteinet was seen as pioblematic, with online
access available only in ceitain paits of the schools. Accoiuing to Paiticipant 2, "We
can only use the Inteinet in the teacheis' ioom; theie is only one computei in this
ioom, anu it is not auequate foi us. Paiticipant S iepoiteu the same situation in his
school:
Theie is only one computei that teacheis can use to access the Inteinet in the
whole school. The stuuents have the oppoitunity to access the Inteinet only
uuiing theii infoimation technologies lesson, which is helu only one houi pei
week.
0n the othei hanu, Paiticipant 1 explaineu that "in my school, we have Inteinet
access, but it uoesn't suffice, because we can't ieach all of the Inteinet sites. Nost of
them aie iestiicteu by the goveinment." Bis comment was echoeu by Paiticipant S,
who noteu that "The Inteinet connection which is pioviueu by NEB |the Tuikish
Ninistiy of National Euucationj has an extensive filtei that blocks access to most of
the useful souices, as well as the haimful ones."
@#)'#A(,*+2 :*+'#)+,+1 %?A#),#+'# D,(" !#'"+*&*1> /+4 :*+0,4#+'# ,+ 6=,&,(> (*
T(,&,W# 8,1,(/& !#/'",+1 !**&2. The paiticipants' iefeiences to issues ielating to theii
expeiience anu confiuence in using uigital technology in the classioom weie
minimal in compaiison with the othei conceins they expiesseu, mount to only 8%
of theii total iesponses. This coulu be an inuication that the teacheis' ability to
employ uigital tools was not a mattei of gieat concein.
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
12
In this iespect, in contiast to much of the liteiatuie which contenus that language
teacheis lack expeiience anuoi competence in the use of technical tools (e.g., Cie
& 0zuenei, 2uu8; Bockly, 2u12; 0zuenei & Imamoglu, 2uuS), the teacheis mainly
expiesseu that they hau the iequiieu skills foi using uigital iesouices in theii
piactice, as well as the ability to guiue stuuents in theii use. Paiticipant 1 iepoiteu a
high level of pioficiency, noting that "I feel comfoitable, because I am goou at using
computeis anu computei piogiams." Paiticipant S similaily iemaikeu that:
I have been using computeis since 1998, anu uealing with technology anu
technological auvances is one of my hobbies, so I am quite comfoitable when
I use those uevices in my classes. I think that I am highly capable to tiain anu
teach using technological tools."
In auuition, Paiticipant 6 explaineu that "I have the necessaiy skills; I easily use
computeis, Inteinet iesouices |anuj auuio-visual equipment. Even those teacheis
who uiu not consiuei themselves to be expeits believeu that they weie sufficiently
liteiate to meet the neeus of theii stuuents. Paiticipant 4, foi instance, felt that "in
all faiiness, I am not piofessional about using computeis, but I can meet my
peisonal neeus anu use them foi my teaching." Paiticipant 2 shaieu this view,
explaining that "I uon't think I am an expeit, but at least I know what to uo when I
meet a technological uevice. I can use Woiu, anu PoweiPoint, anu I can seaich foi
things on the Inteinet. When I have the oppoitunity to use technology with my
stuuents, I think I am sufficient as a guiue."

:*+'&.2,*+
Contiaiy to the existing ieseaich which holus that Tuikish teacheis of EFL aie
fiequently unable anuoi unwilling to apply technology in theii teaching piactice,
the teacheis in this case geneially expiesseu that they enjoyeu using computeiizeu
euucational tools, saw themselves as sufficiently competent in theii level of uigital
liteiacy, anu felt that they coulu meet the neeus of leaineis in this iespect.
Fuitheimoie, in teims of theii geneial peiceptions conceining the iole of uigital
technologies in language instiuction, the teacheis weie enthusiastic anu expiesseu
that uigital tools coulu motivate stuuents, enhance theii leaining anu impiove theii
long-teim ietention. Although the paiticipants felt that tiaining foi use of computing
iesouices was limiteu, they uiu not see this as an impoitant pioblem, believing that
they coulu leain the necessaiy skills on theii own. 0n the othei hanu, lack of access
to computeis anu the Inteinet was citeu as posing a significant obstacle, anu in
instances wheie these iesouices weie available, the paiticipants iepoiteu that
goveinmental iestiictions on Inteinet iesouices tenueu to limit theii use as
teaching tools.
vieweu in teims of Bingimlas' (2uu9) categoiization of intiinsic veisus extiinsic
constiaints on uigital liteiacy, it can be seen that oveiall, intiinsic factois such as
lack of confiuence anu lack of ability weie not iepoiteu by the teacheis as majoi
obstacles to theii use of technology use in the classioom. 0n the contiaiy, extiinsic
issues, paiticulaily in teims of the availability of iesouices, weie seen as a
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
13
significant pioblem. Theiefoie, it can be concluueu that, in this case, the teacheis
peiceiveu that insufficient access to uigital tools, iathei than theii peisonal lack of
uigital liteiacy, was the main factoi inhibiting the use of technology in the
classioom.
The cuiient stuuy was focuseu on a small gioup of paiticipants teaching unuei
similai ciicumstances, anu theii views aie not necessaiily iepiesentative of Tuikish
EFL teacheis in geneial. Bowevei, the finuings of this stuuy aie compelling in that
they contiauict the peiception that teacheis uo not have the skills to employ uigital
teaching tools, anu theiefoie, in light of the ongoing effoits of the FATIB pioject,
which aims to equip classiooms with tools such as SNART Boaius anu tablet
computeis, it can be ieasonably aigueu that teacheis such as these may be
motivateu anu confiuent in teims of putting these iesouices to effective use.
0n the othei hanu, fuithei investigation into the tiaining oppoitunities available to
teacheis, incluuing suiveying the opinions of the teacheis themselves conceining
theii neeus, may be useful in suppoit them in the application of these new iesouices
as they become available, as well as in making moie effective use of the existing
tools.

F-1"
|1j The stuuy iepoiteu in this aiticle is baseu on the fiist authoi's ieseaich pioject
"Restiictions on the Integiation of Bigital Liteiacies into Language Euucation in
Tuikey" (2u1u.116.u1u.1), which was funueu by the Scientific Reseaich 0nit at
Kaiaueniz Technical 0niveisity, Tuikey. The authois woulu like to expiess theii
giatituue foi the suppoit pioviueu. An eailiei veision of the finuings of this stuuy
was piesenteu by the ieseaicheis at the Confeience on Inteiuisciplinaiy Reseaich in
Euucation, Kyienia, Cypius, in Febiuaiy, 2u1S (see elik & Aytin, 2u1S).

=G-51 1%" =51%-&'
H"&I"1 J"2+; is Assistant Piofessoi, Bepaitment of Foieign Language Euucation,
Kaiaueniz Technical 0niveisity, Tuikey. Be ieceiveu his euucation at uazi
0niveisity, Inuiana 0niveisity Bloomington, in Liteiacy, Cultuie anu Language
Euucation, anu the 0niveisity of Pennsylvania, in Language anu Liteiacy in
Euucation.
KLG&# =M1N. is a Reseaich Assistant, Bepaitment of Foieign Language Euucation,
Bepaitment of Foieign Language Euucation, Kaiaueniz Technical 0niveisity,
Tuikey. Bei ieseaich inteiests incluue teachei euucation, ciitical theoiy, anu
qualitative methouology.



1LSL-L! 18.2, AugusL 2014 ellk & AyLin
14
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k*)U !,;#2 Retiieveu
fiomhttp:www.nytimes.com2uuSu117technology17test.html

1LSL-L! 18.2, AugusL 2014 ellk & AyLin
17
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@O uiven the communicative goals of the cuiient English language cuiiiculum, what
is youi geneial opinion conceining the place of uigital technology (e.g., peisonal
computeis, computei softwaie, PoweiPoint, viueos, the Inteinet) in foieign
language instiuction.
>O What uo you consiuei to be some of the auvantages of using uigital technologies
in teaching English.
YO 0n the othei hanu, what uo you consiuei to be some of the uiawbacks of using
technology in foieign language instiuction.
AO What uo you see as some of the moie useful applications foi computei anu
Inteinet technologies in language leaining.
ZO Bo you feel a neeu to incluue Inteinet anu computei iesouices in youi teaching.
Why oi why not. If so, which tools uo you consiuei to be the most effective.
[OIn youi opinion, uoes the cuiient English language cuiiiculum suppoit the use of
uigital meuia in language leaining. Please elaboiate.

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@O Bo you feel like youi institution has auequate computing facilities (language labs
anuoi classioom computeis) foi use in English language instiuction. Please
explain.
>O What aie youi opinions conceining the conuition of the available facilities.
YO What about Inteinet iesouices. Bo you believe that youi school pioviues
sufficient access to the Inteinet foi teacheis anu stuuents foi use in language
leaining. Please elaboiate.
AO What types of language leaining piogiams aie available in youi school (e.g.,
inteiactive leaining softwaie, auuiovisual mateiials, social netwoiking, etc.). If you
coulu, what woulu you change about the cuiient situation in youi school with
iespect to available equipment.

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@O What aie youi views conceining the availability of technical suppoit staff in teims
of uigital teaching tools in youi school.
1LSL-L! 18.2, AugusL 2014 ellk & AyLin
18
>O Boes youi school auministiation encouiagesuppoit the use of technology in
language teaching. Please elaboiate.
YO If you coulu, what woulu you change about youi institutional enviionment with
iespect to use of technology in euucation.

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@O Bow comfoitable uo you feel about using computeis anu othei uigital equipment,
eithei in youi teaching oi foi youi peisonal neeus. Please elaboiate.
>O What kinu of tiaining have you unueigone with iespect to using uigital
technology in the classioom (e.g., teachei piepaiation, piofessional uevelopment
piogiams, tiaining seminais, etc.). Bo you feel that sufficient tiaining oppoitunities
aie available anu accessible.
YO Bo you think you have the necessaiy technology-ielateu skills to suppoit
language leaineis in the use of uigital leaining tools.



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