The use of information and communication technologies (ICT) by high school EFL teachers for personal and professional development

In this study, the factors affecting the high school EFL teachers' usage of Information and Communication Technologies (ICT) and specifically the Internet for the purpose of personal and professional development were investigated. The study further explored the types of websites teachers visited in order to improve themselves in professional level and their expectations from the school management and the Ministry of National Education for an efficient use of the Internet.45 high school EFL teachers working at Anatolian and Private High Schools located in central towns of Diyarbakır province in Turkey were chosen within the context of this research study. Quantitative data was collected by means of a questionnaire which consisted of open-ended and multiple-choice questions as well as 36 Likert-type items. In order to provide an extensive understanding of the subject, semi-structured face to face interviews were conducted with 10 teachers who volunteered to take part in the study. Statistical analysis of the quantitative data was performed using SPSS 16.0 statistical program and qualitative data were analyzed by means of content analysis.The results of the study showed that high school EFL teachers used the Internet for their personal and professional development in a limited way. The findings also revealed that teachers used the Internet in order to improve their vocabulary knowledge and receptive skills (Listening and Reading) more than other skills and areas. They also made use of the Internet for the purpose of improving productive skills (Writing and Speaking) and the language areas of grammar and translation. The statistical analysis of the data indicated that factors such as age, institutions that teachers work, computer competence level and computer usage frequency of the teachers had a significant effect on the Internet use of EFL teachers. The analysis yielded insignificant results for the gender and teaching experience as a factor affecting the use of the Internet for personal and professional development.EFL teachers were asked to specify the websites they visited for professional development and it was found that teachers visited resource websites, forums and social networks, online dictionaries, magazines, newspapers and blogs most. Analysis of the quantitative and qualitative data revealed that the teachers had the following expectations from the school management and the Ministry of National Education: the improvement of the quality of books and preparation of the websites supporting them, design of a website providing materials for teachers, better infrastructure, training courses for the teachers, the opportunity of getting low-cost computers, and better and faster Internet connection at schools.