Success in learning English as a foreign language as a predictor of computer anxiety

Rahimi, Mehrak; Yadollahi, Samaneh

doi:10.1016/j.procs.2010.12.030

Cited by 28 publications

(11 citation statements)

References 28 publications

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“…As a consequence, the bidirectionality of this relationship is taken for granted (Rahimi & Yadollahi, 2011), that is, knowledge of English can be a contributing factor to ease of technology use, perceived ease of use, positive attitudes, and even purchasing computers (PC ownership). So the assumption underlying this study is that EFL teachers use technological tools in their instruction regularly due to their level of English proficiency and familiarity.…”

Section: The Present Studymentioning

confidence: 99%

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Rahimi¹,

Yadollahi²

2011

WJEL

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This study investigates the level of Information and Communication Technology (ICT) use in teaching English as a foreign language (EFL). Additionally, it explores the effect of EFL teachers' personal and technology-related characteristics in ICT use in English classes. Two hundred and forty-eight full time teachers participated in the study and filled in the personal information form, computer anxiety rating scale, computer attitude questionnaire, ICT use rating scale, and computer literacy questionnaire. The results of data analysis revealed that digital portable devices were used more than computer or network applications/tools in English classes and teachers used technology most frequently in teaching oral skills. It was also found that ICT use correlated inversely with teachers' age, years of teaching experience, and computer anxiety. ICT use was found to be positively and significantly related to teachers' academic credentials, computer ownership, computer literacy, and use; while ICT use was not related to attitude and gender. Multiple regressions showed that from among the variables that correlated with ICT use, teachers' computer literacy and academic credentials could predict ICT use.

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Section: The Present Studymentioning

confidence: 99%

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Rahimi¹,

Yadollahi²

2011

WJEL

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“…According to the findings of this study, the use of mobile phone dictionary in university EFL learners' class will help them lower their anxiety in language class. The findings of the study conducted by Rahimi and Yadollahi (2011) also second this view that technology-oriented instruction helps EFL learners to lower their anxiety in language class. According to experts EFL learners are willing and keen to use electronic dictionaries as different studies have found that majority of the EFL leaners own electronic dictionaries and use them in EFL classroom (Kobayashi, 2008;Bower & McMillan, 2007;Perry, 2003;Tang, 1997;Deng, 2005;Stirling, 2005;Boommoh & Nesi, 2008).…”

Section: Discussionmentioning

confidence: 56%

Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

Din¹

2019

ELR

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Revolutionary changes have been brought about in teaching and learning environment with the introduction of electronic formats in classrooms. Mobile dictionaries are potentially valuable learning tools today. This study has strived to get insight into the prospects of using mobile dictionary in an EFL classroom of university students of Pakistan with reference to teachers’ perspective. The aims of this study are to know foreign language teachers’ point of view regarding the use of mobile dictionary in English class, investigate the challenges in introducing this e-tool and explore the benefits EFL learners can have through the use of mobile dictionaries in English class. To achieve the objectives of this quantitative study, the researcher has got a questionnaire filled by fifty English language teachers working at different government colleges in Pakistan. The questionnaire which was used to collect data from college teachers consisted of two sections. The first section comprised of fifteen questionnaire items on five-point Likert scale the second section consisted of two open-ended questions. The reliability of the first part of the questionnaire was computed through SPSS (XX). It has been found that most of the college teachers are of the view that the use of mobile dictionary in an EFL class of university students will help them learn vocabulary, pronunciation of words and word origin. These EFL learners can also access authentic content and develop their language competence through the use of mobile phone dictionary in the class. Apart from this, the participants have also pointed out some problems which can be a hindrance in using mobile dictionary in an EFL classroom in the context of Pakistan.

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“…Although students themselves can perceive that internet access facilitates academic performance (Cheung & Huang, 2005;Matthews & Schrum, 2003;Tella, 2007), there is no evidence that academic performance is actually enhanced as a result of access to the internet (Hunley, Evans, Delgado-Hachey, Krise, Rich, & Schell, 2005). Indeed, Englander et al (2010) found a significant negative relationship between academic grades and internet usage, arguing that the distractive dimensions of the internet outweigh the productive dimensions (see also Rahimi & Yadollahi, 2011).…”

Section: Does Technology Enhance Academic Performance?mentioning

confidence: 97%

Identifying Vulnerability Markers for Pathological Internet Use and Pathological Video-Game Playing within an Educational Context

Hinvest

Brosnan

2012

Journal of Educational Computing Research

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Information Communication Technology (ICT) is established within the education systems of most of the industrialized world, across the curriculum and across all ages. Learners, especially younger cohorts, are highly motivated to use ICT within their learning due to their familiarity with technology. However, before integrating any technology into students' learning experience, educators must ask themselves what are the expected outcomes of using such technology? Educators must also be aware that there exists a minority of individuals who are vulnerable to developing addictions toward various technologies and that usage of technology within the classroom may exacerbate this addiction. This article reviews the literature investigating the efficacy of using technology within the classroom. It also provides a review of research investigating addiction to technology with a special focus on vulnerability markers, so that those who are vulnerable can be identified. Finally, the article makes some recommendations to educators who wish to incorporate ICT within their classes.

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Success in learning English as a foreign language as a predictor of computer anxiety

Cited by 28 publications

References 28 publications

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics

Use of Mobile Dictionary in University Students’ Class: A Study of Teachers’ Perspective in Pakistan

Identifying Vulnerability Markers for Pathological Internet Use and Pathological Video-Game Playing within an Educational Context

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