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Dudeney and Hockly (2007) suggest that the use of educational technology in the classroom is becoming increasingly important and educational technology will become a normal part of ELT practice in the coming years. There are many reasons for this. Dudeney and Hockly (2007) point out that:
Young learners are growing up with technology and it is a natural and integrated part of their lives. For these learners the use of educational technology is a way to bring the outside world into the classroom. Technology, especially the internet, presents us with new opportunities for authentic tasks and materials, as well as access to a wealth of readymade ELT materials. Technology is offered with published materials such as course books and recourse books for teachers and it also offers new ways for practicing language and assessing performance. Using a range of educational technology tools can give learners exposure to and practice in all of the four main language skills - speaking, listening, writing and reading (p. 8).
Also, Köksal (2004) argues that:
There are various reasons why all language learners and teachers must know about and make use of new educational technology. Here we need to emphasize that new technologies develop and are disseminated so quickly that we cannot avoid their attraction and influence in any form. If we neglect or ignore technological developments, they will continue and perhaps we will never be able to catch up, irrespective of our branch or discipline. For this reason, it is important for language teachers to be aware of the latest and best equipment and to have a full knowledge of what is suitable and available in any given teaching situation. (para. 2).
A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning.
Some students have a practical reason for their study: they want to learn an instrument so they can play in an orchestra or learn English so they can watch British TV or understand manuals written in English. Harmer (2007) suggests that:
This desire to achieve some goal is the bedrock of motivation and, if it is strong enough, it provokes a decision to act. For an adult this may involve enrolling in an English class. For a teenager it may be choosing one subject over another for special study. This kind of motivation – which comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers to the study in question – is often referred to as extrinsic motivation, the motivation that students bring into the classroom from outside. Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the classroom; this could be the teacher’s methods, the activities that students take part in,
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or their perception of their success or failure (p. 20).
In modern language teaching and learning, educational technology is a major enterprise. But sometimes the use of educational technologies is neglected.
1.2 Problem of the study
The problem of the study is educational technology is not probably used by primary school English language teachers, for this reason; the study tried to find out primary school English language teachers’ attitudes towards the use of educational technologies in their EFL classrooms.
1.3 Aim of the study
The main aim of the research study carried out was to examine whether the English language teachers of the private junior college use educational technology in their EFL classes while teaching the four language skills. In order to accomplish this aim, the following questions were asked as part of the research:
1- What are the opinions of the English language teachers of Near East Junior College on the use of educational technologies in the EFL classrooms?
2- How can educational technologies in the EFL classroom be associated with the teaching of the four language skills?
3- Can using educational technologies in the EFL classroom help to motivate students?
4- Does using educational technologies in the EFL classroom make teaching easier and more effective than traditional educational materials?
1.4 Significance of the Study
The importance of the study was to investigate, find out and convey methodological information to the English language teachers in order for them to teach more effectively.
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1.5 Overview of the Thesis
The following chapters of the thesis are: review of the literature, methodology, findings and discussions, and conclusion.
In the review of the literature, the definition of educational technology, educational technology materials used in English language teaching (ELT), motivation in language learning, young learners and primary school teaching and learning will be discussed.
The methodology chapter will describe the study as a process. It will give detailed information about the participants of the study and will also present information about the research design, the materials used to collect data, data collection procedure and data analysis.
In the chapter dealing with findings and discussions, the results of the questionnaire will be presented and discussed in relation to the current literature on educational technology in the EFL classroom. It will also include interpretations on the significant differences that have been found by data analysis.
Finally, in the chapter which presents the conclusion of this thesis, the major findings and research design will be discussed, and then suggestions will be given.
