[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600763-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600763-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","dinamika-ilmu-vol-17-no-1-2017-the-relationship-among-pre-service-efl-teachers-beliefs-about-language-learning-pedagogical-beliefs-and-beliefs-about-ict-integration","DINAMIKA ILMU - Vol. 17 No. 1, 2017 - The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration","","This paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration through a survey methodology. A quantitative correlational design was used, applying structural equation modeling (SEM) to model links across three belief domains. Data were collected via a questionnaire from 103 pre-service EFL teachers after teaching practice in secondary schools. Findings show significant positive relationships between language-learning beliefs and both pedagogical beliefs and ICT-integration beliefs, while no positive correlation emerged between pedagogical beliefs and ICT integration.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dinamika-ilmu-vol-17-no-1-2017-the-relationship-among-pre-service-efl-teachers-beliefs-about-language-learning-pedagogical-beliefs-and-beliefs-about-ict-integration/600763/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dinamika-ilmu-vol-17-no-1-2017-the-relationship-among-pre-service-efl-teachers-beliefs-about-language-learning-pedagogical-beliefs-and-beliefs-about-ict-integration/600763.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research method is used to examine the relationships among the three belief types?","Question",{"text":63,"@type":64},"The study uses a quantitative survey methodology with a correlational design and structural equation modeling (SEM).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many pre-service EFL teachers participated, and what was their background?",{"text":68,"@type":64},"The questionnaire was administered to 103 pre-service EFL teachers who had completed their teaching practice in secondary schools.",{"name":70,"@type":61,"acceptedAnswer":71},"Which belief relationships were found significant, and which were not?",{"text":72,"@type":64},"A significant positive relationship was found between beliefs about language learning and pedagogical beliefs, and between language-learning beliefs and beliefs about ICT integration. A positive correlation between pedagogical beliefs and beliefs about ICT integration was not found.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600763,1792105549,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","DINAMIKA ILMU  \nVol. 17 No. 1, 2017  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  \ndoi: [http://dx.doi.org/10.21093/di.v17i1.638](http://dx.doi.org/10.21093/di.v17i1.638)  \nThe Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs  \nabout ICT Integration  \nDian Inayati  \nUniversitas Brawijaya, Indonesia  \nIve Emaliana  \nDoctorate Candidate in ELT Universitas Negeri Malang, Indonesia Universitas Brawijaya, Indonesia  \ne-mail: [ive_emaliana@yahoo.com](ive_emaliana@yahoo.com)  \nAbstract  \nThis paper elucidates the relationship among pre-service teachers’ beliefs about language learning, pedagogical beliefs, and beliefs about ICT Integration through survey methodology. This study employed a quantitative approach, particularly a correlational relationship to investigate the relationships among beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration by utilizing structural equation modeling (SEM). SEM was applied to model the relationships in a set of three domains: beliefs about language learning, pedagogical beliefs, and beliefs about ICT integration. A questionnaire was administered to 103 pre-service EFL teachers who have accomplished their teaching practice in secondary schools. The results of the three types of beliefs obtained from the questionnaire were then analyzed through Structural Equation Model (SEM) . It was revealed that there was a significant positive relationship between beliefs about language learning and pedagogical beliefs, and that between the former and beliefs about ICT integration, while a positive correlation between pedagogical beliefs and beliefs about ICT integration was not found. Insightful implications to EFL teaching and learning were discussed.  \nKeywords: teacher’s beliefs, EFL, pedagogical beliefs, ICT  \nA. Introduction  \nAs ICT (Information and Communication Technology) has been incorporated into almost every aspect of human life, the integration of ICT for pedagogical practices has become an emerging trend. Studies have revealed its significant role in supporting teaching and learning, including foreign language instruction (Hillar, 2010; Mellar et al., 2007) . Due to its benefits, several countries, including Indonesia, have encouraged teachers to use ICT in classrooms by providing policies on ICT integration as well as ICT infrastructures and trainings (UNESCO, 2014), which Ertmer (1999) referred to as first-order enablers, or barriers, to ensure its successful integration.  \nIn Indonesian educational context, since 2013, the Ministry of Education through the latest curriculum, Kurikulum 2013, has recommended ICT integration in primary, secondary, and higher education since it supports student-centered learning as one of the major goals of Indonesia’s national education (Kemendikbud, 2013) . This goal conforms the 21st-century teaching and learning framework, that is for students to“apply knowledge and skills in key subject areas and to analyze, reason, and communicate effectively as they raise, solve, and interpret problems in a variety of situations”(Ananiadou & Claro, 2009, p. 7), requiring teacher’s ICT pedagogical skill to support its achievement. With regard to types of teacher practices, this framework shares similar characteristics as constructivist focusing on students’ competencies in problem-solving, critical-thinking, and collaboration skills needed to solve authentic problems (Ertmer et al., 2015) .  \nWhile eliminating the first barriers has no longer been considered an issue in some countries, teacher’s resistance and ineffectiveness in integrating ICT still arises (Behar & Mishra, 2016; Chen, 2008) . Hew and Brush (2007) summarized three most common barriers hindering teachers from ICT integration, one of which is teachers’attitudes and beliefs. Ertmer (1999) classified this type of barrier as second-order barriers, defined as those that are intrinsic to teachers and that confront their beliefs a","cbCaiiPctepTlbKI","https://ap.wps.com/l/cbCaiiPctepTlbKI","pdf",385573,17,"English","# A. Introduction\n## ICT integration as a teaching trend\n## Indonesian policy and curriculum context\n## First-order and second-order enablers/barriers\n## Beliefs of pre-service teachers and ICT adoption\n## Prior research and research gap","[{\"question\":\"What research method is used to examine the relationships among the three belief types?\",\"answer\":\"The study uses a quantitative survey methodology with a correlational design and structural equation modeling (SEM).\"},{\"question\":\"How many pre-service EFL teachers participated, and what was their background?\",\"answer\":\"The questionnaire was administered to 103 pre-service EFL teachers who had completed their teaching practice in secondary schools.\"},{\"question\":\"Which belief relationships were found significant, and which were not?\",\"answer\":\"A significant positive relationship was found between beliefs about language learning and pedagogical beliefs, and between language-learning beliefs and beliefs about ICT integration. A positive correlation between pedagogical beliefs and beliefs about ICT integration was not found.\"}]","DINAMIKA ILMU - Vol. 17 No. 1, 2017 - The Relationship among Pre-Service EFL Teachers’ Beliefs about Language Learning, Pedagogical Beliefs, and Beliefs about ICT Integration | PDF",1792091335,43]