Akademik Veri Yönetim Sistemi
International Conference on Educational Technology and Online Learning, Balıkesir, Türkiye, 15 - 17 Mayıs 2024, ss.214, (Özet Bildiri)
The question of technology integration in the language classroom has phased through “if” and “when” to “how”, reflecting the inevitability of using technology in the process. To contribute to the “how” dimension of technology integration, this study aims to conduct a needs analysis of technology integration in language teaching with stakeholders, namely 41 EFL pre-service teachers, 8 EFL in-service teachers, and 5 field experts who are involved in both language teaching and technology integration in education. In this qualitative study, two types of data are collected: open-ended online questionnaires with EFL pre-service teachers, and semi-structured online interviews with EFL in-service teachers and field experts. The data are analyzed using thematic analysis following the in-vivo framework to form themes and codes. The findings have revealed that all groups have considered technology integration in language teaching as a necessity in this digital age. While the in-service and pre-service teachers have provided data on their needs, strengths, and areas for improvement regarding technology integration, the field experts have provided data on their opinions, suggestions, and experience regarding technology integration in language teaching. The in-service and preservice teachers have reported that technology integration makes the teaching and learning process more effective, interactive, and enjoyable if the technical issues can be overcome. The field experts have suggested that technology integration is not only a necessity but also easily achievable because of the compatible nature of technology and language teaching.