The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration
This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationshi...
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Institut Agama Islam Negeri (IAIN) Samarinda
2017-06-01
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Series: | Dinamika Ilmu |
Online Access: | https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/664 |
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doaj-dc197ad977d1433684b06eb6abb020112020-11-25T02:49:24ZaraInstitut Agama Islam Negeri (IAIN) SamarindaDinamika Ilmu1411-30312442-96512017-06-01171839910.21093/di.v17i1.664526The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT IntegrationDian Inayati0Ive Emaliana1Universitas BrawijayaUniversitas BrawijayaThis paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing <em>structural equation modeling (SEM).</em> SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/664 |
collection |
DOAJ |
language |
Arabic |
format |
Article |
sources |
DOAJ |
author |
Dian Inayati Ive Emaliana |
spellingShingle |
Dian Inayati Ive Emaliana The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration Dinamika Ilmu |
author_facet |
Dian Inayati Ive Emaliana |
author_sort |
Dian Inayati |
title |
The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration |
title_short |
The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration |
title_full |
The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration |
title_fullStr |
The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration |
title_full_unstemmed |
The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration |
title_sort |
relationship among pre-service efl teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ict integration |
publisher |
Institut Agama Islam Negeri (IAIN) Samarinda |
series |
Dinamika Ilmu |
issn |
1411-3031 2442-9651 |
publishDate |
2017-06-01 |
description |
This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing <em>structural equation modeling (SEM).</em> SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM). It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed. |
url |
https://journal.iain-samarinda.ac.id/index.php/dinamika_ilmu/article/view/664 |
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