Focus on Sustainable Development Goals: Teacher Belief and Technology Integration Practice of EFL Classrooms

Abstract

The purpose of this research was to describe teachers’ beliefs about
technology in the EFL classrooms and identify the barriers they faced when
integrating technology at universities in Myanmar. The critical need
everywhere in the world is for education to prepare students to lead
successful, fulfilling lives. In today’s world, this means providing them with

relevant educational experiences that nurture their passions, problem-
solving abilities, and higher-level thinking skills, including critical thinking

and creativity. The best solutions involve teachers, students, universities,
and whole communities. Additionally, online learning has become a viable
option for students, and the novel Coronavirus forced many teachers and
students into this environment during the 2020 academic year. Despite
increased access to technology, higher-level uses have not followed, and

many teachers at the universities continue to struggle integrating technology
in their classrooms. Quantitative data were collected through a questionnaire
survey administered to English language teachers at selected universities in
order to gain descriptive information about how technology was being used
throughout the university. From this sample, 26 participants were selected
for follow-up interviews. Qualitative data was collected from these
participants through interviews in order to provide additional descriptive
data to answer the research questions. It has been found that Myanmar EFL
teachers encounter both first-order barriers and second-order barriers when
trying to integrate technology. However, second order barriers play a

significant role in technology integration. Additionally, steps to reduce first-
order barriers identified in the study are suggested.