Yabancı dil olarak İngilizce öğrenenlerin kapsamlı okuma uygulamalarında bit kullanımı: öğretmenlerin görüşleri, uygulamaları ve uygulamaya ilişkin sorunları

This study examined English Preparatory School (EPS) teachers' views, practices, and challenges regarding extensive reading (ER) practice with Information and Communication Technologies (ICT) tools through a mixed-methods approach. 86 teachers participated in the study and answered a questionnaire on their views and practices on ER with ICT tools. Besides, semi-structured interviews were conducted with nine volunteer teachers. The quantitative data were analyzed through descriptive statistics, and the qualitative data were analyzed via content analysis. In the final phase, the quantitative and qualitative findings were mixed, and the outcomes were merged. The findings revealed that teachers viewed ER practice with ICT tools positively. The primary advantages were related to improving general language proficiency and reading skills, attracting attention, increasing motivation and autonomy, providing a variety of materials, flexibility, and easy access. The limitations were associated with mental and physical damage, distraction, connection problems, and security issues. The findings also demonstrated that while some teachers did not practice ER via ICT tools due to insufficient knowledge about and experience with ICT tools, others managed the process with various practices. The problems were divided into three categories: Student-based, teacher-based, and implementation-based. The findings of this study could be useful for education authorities and school managements to understand teachers' views and practices and to support ER with ICT tools. Keywords: ICT, Extensive reading, Teacher views and practices, English preparatory school