Integration of Technology in EFL Classrooms: Turkish Teachers’ Perceptions and Proficiency Levels

The present study aimed at investigating the Turkish teachers of English as a Foreign Language (EFL)’s level of proficiency in using technology, perceptions about integration of technology, and implementation of technology in online classes in Turkey during the Covid-19 Pandemic. This research utilized a mixed-methods design. The data were gathered from 159 EFL teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. The quantitative data were analyzed by calculating frequency and percentages and the open-ended questions were analyzed thematically. Turkish EFL teachers generally had positive perceptions and views about technology. The majority of the teachers stated that they can use technology as an instructional aid and have integrated technology into their online class syllabuses to improve the students’ understanding and promote student engagement in higher-order thinking skills. However, over two-thirds of the participants stated that they think they need more training in the use of technology for teaching, yet those who were proficient mentioned various useful PC software, cell phone applications, and websites, suchas PowerPoint, Canva, Prezi, Mentimeter, Microsoft Teams, Google Form, Youtube Videos, Smart Boards activities, MindMeister, Wordwall, Classtools, Kahoot, Biteable, coursebooks iTools, Quizizz, Quizlet, Pinterest, Quizshow, Padlet, iSLCollective, Baamboozle, Master Voc, Wizer.me, Liveworksheets, Book Creator, Toontastic 3D, Screencast-O-Matic, FlexClip. This research has been done in the context of Turkey; however, EFL teachers, policy makers, and institutions worldwide can benefit from the results of the study to enhance their online education system.