Research on Technology Integration into English Instruction in

The research on the present situation of technology integration into English instruction in primary and secondary schools in Taiwan have been conducted over the past decade (Chang, 2003; Chang, 2012; Chen, 2008; Deng, 2004; Huang, 2003; Lin, 2010; Yang, 2008). For example, Chang (2003) investigated the perceptions of 90 elementary, junior high, and senior high school English teachers in Taiwan about integrating the Internet into English instruction, the current use of the Internet, and the assistance they need for integrating the Internet into instruction. The results revealed that these teachers all had basic computer and Internet skills as well as positive attitudes toward integrating the Internet resources into their instruction. However, only few teachers tried to integrate the Internet into their teaching. It was noted that these teachers seldom integrated the Internet into instruction though they were all equipped with the basic computer and Internet skills. Thus, the researcher suggested that in-service English teachers should be provided not only with more practical trainings or workshops about incorporating the Internet into English teaching but also with the introduction of the theories and practice of integrating the Internet into English instruction.

Besides, Huang (2003) surveyed 332 junior and senior high school English teachers from Taipei City and Kaohsiung City in terms of their concerns and behaviors about integrating information technology into English instruction, the variance which resulted from teachers with different backgrounds, and the relationships among them. The findings showed that these teachers’ school environment, cognition of IT integration into English teaching, innovation in teaching, and concern of IT integration into English teaching were significantly related to their

behavior of information technology integration into English instruction. In addition, the top two IT-integrated English activities were listening and speaking instruction, and the information technology which English teachers used most frequently was tapes, VCD/DVD/CD-ROM, and cassettes. Huang also reported that the factors hindering information technology integration into English teaching were lack of time, lack of ability to integrate IT into English instruction, and lack of training as well as information literacy.

Compared with the factors affecting teachers’ technology integration into English instruction in Huang’s (2003) study, the results of Deng’s (2004) research were quite different. Deng examined the present situation of 548 English teachers’ integration of IT into instruction in 136 elementary schools in Taipei County, investigated the factors affecting teachers’ use of IT in teaching activities, and compared the differences among selected demographic variables on the factors influencing the integration of IT into English instruction. The findings indicated that with reference to IT integration to English instruction, the elementary school English teachers searched for teaching materials on the Internet most frequently, and the main factor affecting their integration of IT into instruction was lack of equipment and resources. In addition, these teachers had sufficient information literacy, and they held positive attitudes toward administrative support and the effects of IT integration into English instruction.

As for junior high school English teachers’ attitudes toward IT integration into instruction, Chen (2008) conducted a study to probe into the attitudes that 138 junior high school English teachers in Yunlin County and Pingtung County had toward IT integration into instruction, the variables related to their attitudes toward IT integration into instruction, and the correlations between the attitudes and variables.

The results showed that these teachers had the positive attitudes toward IT integration into instruction. There were significant correlations between teachers’ attitudes and the three independent variables including computer attributes, cultural perceptions, and computer competence, which could predict teachers’ attitudes. It was noted that teachers’ attitudes toward IT integration into teaching related to their computer attributes, cultural perceptions, and computer competence. Similarly, Yang (2008) administered a survey to explore the relationship between individual background, computer literacy, school equipment and experience of and attitudes toward IT integration into English instruction among 350 junior high school English teachers in

Taoyuan County. The findings revealed that these teachers did not have abundant experience of IT integration into English instruction although they held positive attitudes toward it. Among the three variables, inclusive of individual background, computer literacy, and school equipment, the first two variables were significantly correlated with their experience of as well as attitudes toward IT integration into teaching.

In addition to teachers’ attitudes toward technology integration, a case study was conducted by Lin (2010) to investigate three secondary English teachers’ beliefs toward technology integration and the activity systems shaping their integration of technology into teaching practices. The results indicated that the teachers’ teaching practices concerning technology integration were influenced by their beliefs as well as the situated contextual factors. Furthermore, Chang (2012) examined how 247 English teachers in 46 junior high schools in Hsinchu integrated IT into instruction concerning their background information, attitudes toward computers and the Internet, computer competence, perceptions of IT integration into instruction, teaching resources, information literacy and so on. Based on the results of a questionnaire and an interview, junior high school English teachers in Hsinchu frequently applied information technology to teaching preparation and classroom activities. They had quite positive attitudes toward computer and the Internet; they were satisfied with their computer competence as well as hardware and software resources provided in schools. And they liked to use the computer due to its efficiency and conveniences.

Moreover, they believed IT integration into instruction would not only increase the interaction between the teacher and the students but also improve their language skills.

Consequently, with positive attitudes and beliefs toward technology integration, good computer competence as well as sufficient equipment and resources offered in schools, junior high school English teachers in Hsinchu frequently integrated IT into their teaching practices in the classroom.

In view of the aforementioned studies conducted in the north, middle, and south of Taiwan, the research on teachers’ integration of technology into English instruction in the east is scant, so studies on the present situation of English teachers’ use of technology in eastern primary and secondary schools still need to be explored.

Therefore, this study aims at examining eastern junior high school English teachers’

current use of technology in the classroom, especially the case in a junior high school in eastern part of Taiwan for further investigation.