Akademik Veri Yönetim Sistemi
18th European Conference on e-Learning (ECEL), Copenhagen, Danimarka, 7 - 08 Kasım 2019, ss.231-238
ICTs are vital both in our lives and in education. The effective integration of ICTs into education is thought to enable citizens and workers to acquire functional and critical thinking skills such as information literacy, media literacy, and ICT literacy in the 21st century (Partnership, 2015). Language teaching cannot be thought without considering the use of ICTs. Language teachers are required to make use of ICTs in language education to make learning enjoyable, colourful and more learner-centred. The aim of this study is to find out foreign language teachers' ICT self-efficacy perceptions. 35 language teachers who are teaching English, French, German and Russian in an intensive language learning program of a Turkish state university participated in the study. The data were collected via the "ICT Self-Efficacy Perception Scale" (ICTSEPS) developed by Ekici, Ekici and Kara (2012). English, French, German and Russian language teachers' perceptions of ICT Self-Efficacy were compared. The data of ICTSEPS were analysed on SPSS 22 packaged software using descriptive statistics finding means and standard deviations. Semi-structured interviews were also carried out with some volunteering language teachers. Interview data were analyzed to find emerging themes and these were categorized using Constant Comparison Method. The results showed that language teachers use ICTs in their lessons and in their lives and they have high ICT self-efficacy. However, English language teachers were found to have higher ICT self-efficacy compared to French, German and Russian language teachers. Based on the results, certain implications were drawn from the study in order to organize language teaching and learning programs that utilize ICTs.