Information and Communication Technology Integration Among Jordanian English Language Teachers

This study explored factors that may influence the integration of information and communication technology (ICT) by Jordanian teachers of English as a foreign language (EFL). This study replicated research with extension by Albirini (2004), who explored attitudes ICT among teachers of EFL in Syria. This study's focus was ICT use among EFL teachers in Jordan. The Diffusion of Innovations (Rogers, 1995), and the theoretical relationship between attitudes and behavior posed by the Theory of Reasoned Action (Ajzen & Fishbein, 1980) served as a theoretical framework. A multi-sections survey in Arabic language was administered to the EFL teachers in the first and second districts of the capital city of Jordan, Amman using a random sample of 363 teachers. Utilizing descriptive and inferential statistics, the study showed that Jordanian EFL teachers have positive attitudes towards ICT. Jordanian EFL teachers' perceptions of ICT perceptions from highest to lowest in mean scores were: observability, relative advantage, complexity, and compatibility. Jordanian EFL teachers have a moderate computer competence and have a high access to ICT. There was a weak positive correlation between training and attitudes. Type of training, obtaining an ICDL Certificate, and length of training were explored. More studies are needed to add to EFL instruction and ICT integration in the Arab region. Future qualitative studies are needed to provide deeper insight.