Eskişehir il merkezinde çalışan İngilizce öğretmenlerinin internet kullanımları

Internet has become an indispensable key for everyone in many fields in the twenty-first century. In the field of education, internet has enabled students and teachers from all over the world to communicate with each other and has created new ways of learning and teaching ESL/EFL. In spite of widespread internet connections and it is, only a limited number of studies have been conducted on the use of the internet for instructional purposes by ESL teachers so far. Turkey is one of the countries which very few studies has been done on teachers beliefs and practices about the internet use as an instructional tool in EFL classes. However, it is especially important to understand teachers' attitudes toward the internet and their willingness or unwillingness to use it in their classrooms.This study investigated the level of Internet use, especially for instructional purposes, among EFL teachers at High Schools in Eskişehir, their attitudes towards the internet use for instructional purposes and the factors that may affect their internet use for their lessons. A dominant quantitative approach was followed; through which data was gathered by an instrument. The less dominant qualitative method consisted of interviews with a random sample of 15 EFL teachers from the State High Schools in Eskişehir.The results from the data gathered by both quantitative and qualitative methods showed that EFL teachers at state high schools in Eskişehir reported a high level of internet use. This means their internet use is not rare or occasional, they often use the internet. However, they use the internet for instructional purposes less frequently than Professional and personal purposes. The findings also suggest that the participants have high levels of internet use for mainstream Internet applications, while they reported low levels of internet use for more specialized applications.According to the findings EFL teachers at high schools in Eskişehir generally had a moderate access to the internet. Their access to the internet more frequently at their homes and in teachers? rooms at schools than classrooms, computer labs and internet cafés. The participants stated that they did not use internet in their lessons because they did not have computers or internet connections in the classrooms and they rarely access to the internet in the computer labs because too many people use these places.Although findings from both the survey data and the interviews suggest that the participants generally had positive perceptions of the Internet as a tool for EFL instruction, they do not use internet for their lessons. They complained about some factors limiting their internet use for their lessons such as lack of technical resources and support from the directors and lack of time; their needs for more knowledge about how to adapt internet into their lessons and what kind of activities can be done via internet.Therefore, EFL teachers' use of the internet should be promoted and developed by establishing opportunities for teachers to have sufficient training and expertise with the Internet use for their lessons and adequate access for equipment and internet service should be offered.