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Results indicate that ICT training positively shaped perceptions and supported classroom use of digital tools, activities, lesson planning, and evaluation types.",{"@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/the-perceptions-of-turkish-efl-lecturers-on-teaching-through-information-and-communication-technology/593097/",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/the-perceptions-of-turkish-efl-lecturers-on-teaching-through-information-and-communication-technology/593097.png","ImageObject",300,407,{"name":42,"@type":43},"Aran","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the main purpose of the case study?","Question",{"text":63,"@type":64},"The study aimed to understand Turkish EFL teachers’ perceptions regarding integrating technology into English language lessons and to identify modern implementations.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data collected and analyzed?",{"text":68,"@type":64},"Data were collected through semi-structured interviews and pre-and post-questionnaires based on the ICT training process. Quantitative results used descriptive statistics, while qualitative data used content analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the ICT training change in lecturers’ perceptions and classroom practices?",{"text":72,"@type":64},"The training positively affected participants’ perceptions and helped them apply ICT implementations such as digital tools, in-class activities, lesson plans, and evaluation types.","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},593097,1792165198,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"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":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"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":111,"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":108,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Perceptions of Turkish EFL Lecturers on Teaching through Information  \nand Communication Technology  \nCemre Nur KUŞCU, Senem ZAİMOĞLU  \nAbstract: EFL teachers act as a bridge between English language and its learners by providing guidance regarding the coherence between language acquisition and Information and Communication Technology (ICT) as a dynamic tool. In this connection, the main aims of this case study were to gain insight into Turkish EFL teachers’ perceptions about integration of technology into English language lessons and to find modern implementations. The study sample included 15 EFL lecturers who were selected using purposive sampling. The emergency shift to online education due to the pandemic (Covid-19) at the time of this study enabled all the participants to utilise and experience ICT materials and settings. Data were collected using semi-structured interviews and pre-and post-questionnaires based on the ICT training process. The quantitative data were analysed using descriptive statistics and the qualitative data were analysed using content analysis. The results showed that the training positively affected the participants’ perceptions of teaching through ICT and helped them utilize ICT implementations such as digital tools, in-class activities, lesson plans, and evaluation types.  \nKeywords: ICT, 21st century skills, language teaching, lecturer perceptions, distance education  \nHighlights  \nWhat is already known about this topic:  \n• Adopting technology in language education is one of the most significant criteria of developing communities, and Covid-19 outbreak has accelerated their process to accept innovations.  \n• Information and Communication Technology provides continuous language education depending upon the achievement of integration.  \nWhat this paper contributes:  \n• This paper investigated the core agent that underlies a prospering ICT integration with English language education.  \n• With a comprehensive ICT training, EFL lecturers embrace technological innovations through their positive and constructive perceptions, and students to learn beyond conventional education platforms.  \nImplications for theory and practice:  \n• Institutions’ administrations should equip EFL lecturers so as to handle crises and to adjust their educational standards with 21st century learners’ profile.  \n• ICT trainings need to be extended worldwide for both in-service and pre-service lecturers since their perceptions arose from local education settings lead global advancements.  \nIntroduction  \nThe field of education embracing technology as a way to evolve also leads English language practitioners to observe their context and to comprehend worldwide advancements. They try to synchronize their EFL classrooms with today’s educational developments by adopting innovations such as Information and Communication Technology (ICT) . ICT represents a worldwide platform including technological devices, networking components and systems that enable people to interact with eachother or necessary data (Rouse, 2019) . Given the current state of changes, utilizing ICT provides a connection between target language and 21st century learners and lecturers. In other words, ICT can be accepted as a powerful and dynamic tool to teach English language considering the interplay between learners and the century they live in.  \nApart from learners, the role of the teachers cannot be disregarded. The key to reframing foreign language lessons upon technology underlies the perceptions of teachers. As noted by Kumaravadivelu (2006) when foreign language teachers entitle themselves as enlightened eclectic teachers, it means they have an understanding which classroom setting, teaching methods and materials are revised according to the post-methodology era. In addition, ICT is an inseparable part of this era, especially in terms of fast-paced growing and spreading technology. Indivisible unity of ICT and language teaching arises from teachers’ no","cbCaihzp4D5vRRgy","https://ap.wps.com/l/cbCaihzp4D5vRRgy","pdf",446351,16,"English","# Abstract\n# Keywords\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory and practice\n# Introduction\n# Theoretical Framework","[{\"question\":\"What was the main purpose of the case study?\",\"answer\":\"The study aimed to understand Turkish EFL teachers’ perceptions regarding integrating technology into English language lessons and to identify modern implementations.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Data were collected through semi-structured interviews and pre-and post-questionnaires based on the ICT training process. Quantitative results used descriptive statistics, while qualitative data used content analysis.\"},{\"question\":\"What did the ICT training change in lecturers’ perceptions and classroom practices?\",\"answer\":\"The training positively affected participants’ perceptions and helped them apply ICT implementations such as digital tools, in-class activities, lesson plans, and evaluation types.\"}]","The Perceptions of Turkish EFL Lecturers on Teaching through Information and Communication Technology | PDF",1792076593]