Nogaibayeva, Akmarzhan (2021) Language teachers use/non-use of ICT in teaching and learning in Kazakhstan in a single university. PhD thesis, University of Warwick.
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Abstract
This research explores why language teachers use ICT in their teaching and learning. This is a case study in one university in Almaty, Kazakhstan. The study involved the use of quantitative and qualitative methods: a questionnaire survey of teachers (n=111); interviews (n= 21) and observations (n=7 lessons). The study was carried out between 2017 – 2021, with data collection taking place in 2019.
The case study explored use and perceptions of ICT. Three different types of ICT users were identified. Low level users found the use of ICT difficult and limited to use to personal interests. Middle level users felt they had reasonable skills and saw themselves as confident in using ICT in teaching. They tended to use ICT for routine practices, administrative purposes and lesson preparation. They might encourage students’ use of mobile phones in the lessons they tended not to promote the use of ICT outside lessons. High level users were confident in their ICT skills and in addition to routine use were looking for more creative use of ICT in and out of the lesson. They had strong beliefs around the impact of ICT use and had strategies to get around the limitation of access.
Findings from different sets of data showed that in general teachers had positive attitudes towards ICT use. Teachers` personal feeling about ICT were important but were not fixed; they could change because of the environment. Encouragers of ICT use were beliefs in ICT`s impact on students’ learning and engagement; support from managers; departmental evaluation, and ICT discourse. Discouragers were linked to the lack of ICT resources, limited support and too few training opportunities.
The study argues that teachers` perceptions need to be analysed in a holistic way and a model for understanding ICT use is provided. This model draws on ecological frameworks which combine personal characteristics, institutional arrangements and wider environment. This research contributed to an under researched area language teachers ICT use perceptions in HE in the context of Kazakhstan.
| Item Type: | Thesis [via Doctoral College] (PhD) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education L Education > LF Individual institutions (Europe) L Education > LG Individual institutions (Asia. Africa) |
| Library of Congress Subject Headings (LCSH): | Language and languages -- Study and teaching (Higher) -- Kazakhstan, Language and languages -- Study and teaching (Higher) -- Case studies, Computer-assisted instruction -- Kazakhstan -- Case studies |
| Official Date: | June 2021 |
| Dates: | Date Event June 2021 UNSPECIFIED |
| Institution: | University of Warwick |
| Theses Department: | Centre for Education Studies |
| Thesis Type: | PhD |
| Publication Status: | Unpublished |
| Supervisor(s)/Advisor: | Hammond, Michael, 1956- |
| Sponsors: | Bolashak International Scholarship |
| Format of File: | |
| Extent: | xiv, 15-309 leaves : illustrations |
| Language: | eng |
| URI: | https://wrap.warwick.ac.uk/165786/ |
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