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Imre Fekete: Technology in English teaching • The Hungarian university context
3. Research Methods
3.2. Study 2: The Instructors’ Questionnaire Study
3.2. Study 2: The Instructors’ Questionnaire Study
3.2.1. The Pilot Study
3.2.2. The Main Study
Eszköztár
Tartalomjegyzék
Technology in English teaching • The Hungarian university context
Copyright page
Series editors’ foreword
Acknowledgements
1. Introduction
2. Theoretical and Empirical Background
2.1. Terminology
2.1.1. Information and Communications Technology
2.1.2. ICT Literacy
2.1.3. Digital Competences vs. Competencies
2.1.4. Synonymous Terms
2.2. Theoretical Background
2.2.1. Technology and Educational Theory
2.2.2. Teachers’ Technological Knowledge Frameworks and Models
2.3. Towards ICT Integration Into Education
2.3.1. Reasons for Integrating ICT Into Education
2.3.2. The Digital Divide
2.3.3. Educational Policy Reforms
2.4. Enablers and Barriers of ICT Inclusion in Education
2.4.1. Necessary Changes Prompted by Curricula Reforms
2.4.2. Frequently Emerging Enablers and Barriers
2.4.3. Individual Differences as Enablers and Barriers
2.5. Empirical Research Into ICT Inclusion Into Education
2.5.1. The Roles of ICT Courses as Part of University Programmes
2.5.2. The Roles of ICT Courses as Part of EFL Teacher Education Programmes
2.5.3. Teacher Trainers and Technology
2.5.4. Digital Technologies in EFL Learning and Instruction
2.6. The Hungarian Context
2.6.1. Towards ICT Integration Into Education in Hungary
2.6.2. Educational Policy Aspects of Teaching and Learning Digital Skills in Hungary
2.6.3. The Hungarian Empirical Background
2.7. Educational Technology Amid Covid-19
2.7.1. The Hungarian Public Educational Context
2.7.2. The Hungarian University Context
2.8. Niches and Rationale for Further Research
3. Research Methods
3.1. Study 1: The Learners’ Questionnaire Study
3.1.1. The Pilot Study
3.1.2. The Main Study
3.2. Study 2: The Instructors’ Questionnaire Study
3.2.1. The Pilot Study
3.2.2. The Main Study
3.3. Study 3: The Learners’ Interview Study
3.3.1. Research Questions
3.3.2. Developing the Data Collection Instrument
3.3.3. Participants
3.3.4. Methods of Data Collection and Analysis
3.4. Study 4: The Instructors’ Interview Study
3.4.1. Research Questions
3.4.2. Developing the Data Collection Instrument
3.4.3. Participants
3.4.4. Methods of Data Collection and Analysis
3.5. An Overview of Quality Control Measures and Ethical Considerations
3.5.1. Quality Control Measures
3.5.2. Ethical Considerations
4. Results and Discussion
4.1. Study 1: The Learners’ Questionnaire Study
4.1.1. The Pilot Study
4.1.2. The Learners’ Main Questionnaire Study
4.1.3. Conclusions of the Learners’ Main Questionnaire Study
4.2. Study 2: The Instructors’ Questionnaire Study
4.2.1. The Pilot Study
4.2.2. The Instructors’ Main Questionnaire Study
4.2.3. Conclusions of the Instructors’ Main Questionnaire Study
4.3. Study 3: The Learners’ Interview Study
4.3.1. The Worldwide Presence of Technology and its Advantages and Disadvantages (Study3RQ1)
4.3.2. The Sources of the Learners’ Interest in Technology and ICT Knowledge (Study3RQ2)
4.3.3. ICT Integration Into University Instruction (Study3RQ3)
4.3.4. Using ICT for Learning Purposes (Study3RQ4)
4.3.5. ICT for (Private, Planned, or Ongoing) Teaching Purposes (Study3RQ5)
4.3.6. Covid-19-Triggered Changes in ICT Practices (Study3RQ6)
4.3.7. Perceived Ways of Future Educational Technology Development (Study3RQ7)
4.4. Study 4: The Instructors’ Interview Study
4.4.1. The Worldwide Presence of Technology and its Advantages and Disadvantages (Study4RQ1)
4.4.2. The Sources of the Instructors’ Interest in Technology and ICT Knowledge (Study4RQ2)
4.4.3. Instructors’ Expert Thinking Processes Behind Skilful Technology Integration (Study4RQ3)
4.4.4. Using ICT for Instructional Purposes (Study4RQ4)
4.4.5. ICT Inclusion Into the Education of Future EFL Teachers (Study4RQ5)
4.4.6. Covid-19-Triggered Changes in ICT Practices (Study4RQ6)
4.4.7. Perceived Ways of Future Educational Technology Development (Study4RQ7)
4.5. Discussion of Synthesised Findings
5. Conclusions
5.1. Summary of the Most Important Findings
5.2. Pedagogical Implications
5.3. Limitations of the Study and Suggestions for Future Research
References
Appendices
Appendix A: The English Translation of the Reliable Scales of the Learners’ Pilot Questionnaire
Appendix B: The English Translation of the Reliable Scales of the Learners’ Main Questionnaire
Appendix C: The English Translation of the Reliable Scales of the Instructors’ Pilot and Main Questionnaires
Appendix D: The English Translation of the Learners’ Interview Guide
Appendix E: Coded Example Segment of the Learners’ Interview and Some Code Samples
Appendix F: The English Translation of the Instructors’ Interview Guide
Appendix G: Coded Example Segment of the Instructors’ Interview and Some Code Samples
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