Enhancing pre-service English as a foreign language teachers’ self-efficacious belief on the use of Web 2.0 tools

Abstract

This study aims to discover the impact of a technology-based course on the self-efficacy and knowledge levels of the pre-service English as a foreign language (EFL) teacher about integrating Web 2.0 tools into the foreign language teaching process. The study also intends to determine the self-efficacy and knowledge levels of the pre-service EFL teachers. A quasi-experimental study design without a control group was employed. The participants are 48 third-year undergraduate English language teaching (ELT) students enrolled in a required "teaching English to young learners (TEYL)" course. A pre-and post-test design was used and data were collected from participants through the technology integration self-efficacy scale and self-reported knowledge scale. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings. It was seen that pre-service EFL teachers' self-efficacy and knowledge levels were average at the start of the study. After the training on integrating Web 2.0 tools into the language teaching and learning process, the experimental process had a significant effect on the participants’ knowledge and self-efficacy levels. Some important conclusions and suggestions for teacher trainers and curriculum designers have been drawn from these findings.