Impact of Teachers’ Negative Perceptions on Integrating Information and Communication Technology in Language Teaching

Abstract

Comprehension of the perception of teachers is crucial for the successful integration of Information and Communication Technology (ICT) in the education systems. This study aims to explore the negative perceptions and beliefs of the teachers and the influence of demographic factors on these perceptions. A mixed-methods approach is used in this study by combining quantitative surveys with qualitative interviews to investigate teachers' negative attitudes, beliefs, perceptions, and confidence levels about using technology. The Technology Acceptance Model (TAM) provides the theoretical base of this study and the questionnaire is adapted from Gulbahar and Guven (2008). This research assesses teachers' negative perceptions of ICT integration at the secondary level by using convenient sampling selecting 10 private and 10 public schools in Sialkot, Pakistan, with six English teachers from each school. Quantitative data analysis was done through SPSS software while qualitative data analysis through thematic analysis. The study has utilized various themes from the interviews, including teachers' negative perceptions of ICT's potential, concerns around teaching strategies and challenges in accessing technology and utilizing it, and the role of professional development of the teachers. Findings give an understanding that some teachers do not recognize the language-enhancing potential of ICTs in language learning and perceive them negatively. The comprehension of the negative perceptions of the teachers helps to foster an environment favorable for ICT integration for effective quality-enhanced education.