ICT Comes to ESP Course: Iranian Students and Teachers’ Perceptions of ICT Integration into ESP Instruction
Subject Areas : Research in English Language PedagogyBahareh Keshtiarast 1 , Hadi Salehi 2 , Omid Tabatabaei 3 , Roya Baharlooie 4
1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Keywords:
Abstract :
Atai, M. R., & Dashtestani, R. (2013). Iranian English for Academic Purposes (EAP) stakeholders’ attitudes toward using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning, 26 (1), 21-38.
Bultler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and Teaching English Language Learners. New York: Pearson Education, Inc.
Rassouli, M., & Chalak, A. (2014). ICT integration at the university level for Iranian EFL learners. International Journal of Language Learning and Applied Linguistics World, 6(3), 30-42.
Dashtestani, R. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives. The Jalt CALL Journal, 8 (2), 55-70.
Dela Rosa, J. (2016). Experiences, perceptions, and attitudes on ICT integration: A case study among novice and experienced language teachers in the Philippines.International Journal of Education and Development using Information and Communication Technology(IJEDICT), 12(3), 37-57.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.
Fathi Vajargah, K., Jahani, SH., & Azadmanesh, N. (2010). Application of ICTs in teaching and learning at university level: The case of Shahid Beheshti University. The Turkish Online Journal of Educational Technology (TOJET), 9(2), 33-39.
Goodwin, A.L., Low, E., Ng, P., Yeung, A.S., & Cai, L. (2015). Enhancing playful teachers’ perception of the importance of ICT use in the classroom: the role of risk-taking as a mediator. Australian Journal of Teacher Education, 40 (4), 132-149.
Keshtiarast, B., & Salehi, H. (2020). Investigating employing information communication technology for ESP learning: A case of Iranian EFL students’ attitudes. International Online Journal of Education and Teaching (IOJET), 7(2), 412-433.
Kleiner, B., Thomas, N., & Lewis, L. (2007). Educational technology in teacher education programs for initial licensure. Washington, DC: National Center for Education Statistics, U.S. Department of Education.
Maftoon, P., & Shahini, A. (2012). CALL normalization: a survey on inhibitive factors. The Jalt CALL Journal, 8 (1), 17-32.
Marsden, M. (2017). Teacher professional development for integration of ICT in poorly resourced education systems: lessons learned from the one laptop per child program in Brazil (Doctoral dissertation). Retrieved from https://www.educ.cam.ac.uk/people/doctoralstudents.
Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-directed student use of technology in elementary classrooms: A structural equation modeling approach. British Journal of Educational Technology, 43, 652-666.
Nunan, D, & Bailey, KM. (2009). Exploring second language classroom research: A comprehensive guide. Canada: Sherrise Roehr.
Rambel, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44 (4), 544–561.
Shaabi, I. (2010). ESP community in transition: a study of ICT use in a tertiary context in Saudi Arabia (Doctoral dissertation). Retrieved from http://ro.uow.edu.au/theses/3136.
Soleimani, H., & Khanjani, A. (2013). Iranian EAP practitioners’ attitudes toward and familiarity with CALL: A case at Guilan University. International Journal of Applied Linguistics & English Literature, 2 (4), 31-38.
Sydorenko, T., Hellermann, J., Thorne, S. L., & Howe, V. (2019). Mobile augmented reality and language-related episodes. TESL Quarterly, 0 (0), 1-29.
Wisniewska, H. (2016). Modern teaching materials: SWOT analysis of an ESP textbook. Paperpresented at the International Conference on the Future of Education, Poland.
Wood, E., Muller, J., Laurier, W., Willoughby, T., Specht, J., & Deyoung, T. (2005). Teachers’ perceptions: barriers and supports to using technology in the classroom. Education, Communication & Information, 5(2), 183- 206.
Yang, S., & Kwok, D. (2017). A study of students’ attitudes towards using ICT in a social constructivist environment. Australasian Journal of Educational Technology, 33(5), 50-62. Retrieved from https://doi.org/10.14742/ajet.2890
Yu, FY. Chang, YL, & Wu, HL. (2015). The effects of an online students' question-generation strategy on elementary school student English learning. Research and Practice in Technology Enhanced Learning, 10 (24), 1-16.
Zalpour, A. (2013). ESP teachers’ use of information and communication technology tools (Master’s thesis). Sheykhbahaee University, Isfahan.
Živković, S. (2014). Constructivism- an emerging trend in ESP teaching and learning. Paper presented at the Conference SlovakEdu.