Online Learning Self-Efficacy in Using Technology among Turkish and Kazakh EFL Teachers
Yüce E. Seitova M. Şentürk B.
August 2024Springer
Asia-Pacific Education Researcher
2024#33Issue 4857 - 867 pp.
Self-efficacy has contributed to foreign language education contexts profoundly. However, with recent changes, especially after the pandemic, more is needed to learn about language teachers self-efficacy in using technology in online education. To address this issue, the current study tried to reveal online learning self-efficacy in using technology among EFL teachers from a cross-cultural perspective involving Turkish and Kazakh teachers. The study followed a qualitative inquiry, and an open-ended questionnaire was employed. The study involved 43 EFL teachers, 21 from Türkiye and 22 from Kazakhstan. The data obtained from the open-ended questions were analysed with the help of MAXQDA software. Top-down and bottom-up strategies were utilised concurrently to form the themes and subthemes. The results indicated that Turkish and Kazakh EFL teachers shared nearly similar views regarding feelings, challenges, factors, and strategies on online learning self-efficacy in using technology in EFL courses, while they held different views regarding the influence of culture on online learning self-efficacy in using technology in EFL courses. The study concluded with a discussion of the findings to provide implications for foreign language educators.
Cross-cultural comparison , EFL , Online learning , Teacher self-efficacy , Technology
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Department of Foreign Language Education, Aksaray University, Aksaray, Turkey
Department of Foreign Languages Teaching, Khoja Akmet Yassawi International Kazakh-Turkish University, Turkistan, Kazakhstan
Department of Foreign Language Education, Bartın University, Bartın, Turkey
Department of Foreign Language Education
Department of Foreign Languages Teaching
Department of Foreign Language Education
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