A comparative study of in-service Turkish and Iranian EFL teachers' perceptions of technological self-efficacy

Technology has advanced so much that it is integrated everywhere in our lives. Nowadays, classrooms are one of those places of integration. Therefore, teachers have been adapting to integrate technology into lessons. This study aimed to reveal insights from in-service Turkish and Iranian EFL teachers' technological self-efficacy beliefs. In this study, EFL teachers were asked for their opinions about their technological self-efficacy beliefs through responses to the Computer Technology Integration Survey (CTIS) and additionally, through open-ended interview questions about their beliefs of technological self-efficacy levels. The study involved 96 EFL teachers and 40 of them answered the open-ended interview questions. It was revealed that country of origin, gender, teaching experience, or school level do not affect EFL teachers' technological self-efficacy beliefs. However, EFL teachers expressed their need for proper training, improved infrastructure, central authentic teaching materials, encouragement from school boards, and user-friendly application interfaces to improve their technological self-efficacy levels.