A mixed-method study of EFL teachers’ Internet use in language instruction

Abstract Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in integrating the Internet into their instruction. A concurrent mixed-method approach is employed in this study. Both quantitative and qualitative results show that teacher training is crucial for Internet-integration instruction by the teachers of English as a foreign language (EFL) in Northern Taiwanese higher education institutions. Continuous professional development focused on technology application in language instruction is imperative.

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