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It analyzes the relationship between teachers’ computer attitudes and five variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Using mixed methods (questionnaire and semi-structured interviews), it combines descriptive and inferential statistics with content analysis. Results show generally positive attitudes, significant positive correlations with the five variables, and negative correlations for age and academic qualification, informing ICT implementation policy and practice.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-exploration-of-factors-influencing-teachers-attitudes-toward-the-use-of-information-and-communication-technology-ict-in-classroom-practice-a-case-study-of-secondary-school-efl-teachers-in-the-western-district-of-chlef-algeria/590045/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-exploration-of-factors-influencing-teachers-attitudes-toward-the-use-of-information-and-communication-technology-ict-in-classroom-practice-a-case-study-of-secondary-school-efl-teachers-in-the-western-district-of-chlef-algeria/590045.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study explores what factors influence secondary school EFL teachers’ attitudes toward using ICT in classroom practice in the Western District of Chlef, Algeria.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research approach and data collection methods were used?",{"text":117,"@type":113},"The research used mixed methods, combining quantitative and qualitative techniques. 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Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices. |\n\nINTRODUCTION  \nThe continuous and increasingly rapid development and implementation of computers and other information technologies over the last decades is a distinct feature of modern societies. In the digital age, Information and Communication Technology1 (henceforth, ICT) has been playing a key role in creating and exchanging knowledge and information around the globe and is affecting citizens’ everyday lives in many areas–at school, in the workplace, and in the community (Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014) . Hence, many countries globally now regard the acquisition of ICT skills as part of their ‘core education’ alongside reading, writing and numeracy (Srivastava, 2016) Furthermore, the advent of the digital age has dramatically transformed every aspect of human life–the way we work, the way we play, the way we live and the way we learn. The ability to use ICT has become the new literacy for the 21st century (Levin & Wadmany, 2008) . However, computers were provided with no supplementary measures to enable educators to develop positive attitudes toward the new tools and to use  \nthem. This has often resulted in ad hoc approaches to implementation (Albirini, 2006) .  \nHoucine (2011) points out","cbCaih7h99ZFwnen","https://ap.wps.com/l/cbCaih7h99ZFwnen","pdf",248985,13,"English","# Abstract\n# Introduction\n## Statement of the Problem","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study explores what factors influence secondary school EFL teachers’ attitudes toward using ICT in classroom practice in the Western District of Chlef, Algeria.\"},{\"question\":\"Which research approach and data collection methods were used?\",\"answer\":\"The research used mixed methods, combining quantitative and qualitative techniques. A questionnaire and semi-structured interviews were used to collect the data.\"},{\"question\":\"What relationships were found between teachers’ attitudes and the independent variables?\",\"answer\":\"Teachers showed positive attitudes toward ICT, and there were statistically significant positive correlations between attitudes and the five variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access.\"},{\"question\":\"Did any variables show negative correlations with teachers’ attitudes?\",\"answer\":\"Yes. Age and academic qualification were found to negatively correlate with teachers’ attitudes toward ICT use.\"}]","An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice - A Case Study of Secondary School EFL Teachers in the Western District of Chlef, Algeria | PDF",1792068673,33]