Mixed-Method Inquiry of ESL Teachers’ Attitudes on Online Language Teaching

Author

Reza Panahi

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D)

Department

Literature and Languages

Date of Award

Fall 2024

Abstract

This study investigates ESL teachers’ attitudes toward online language teaching and technology integration. Initially focused on Texas, where ESL populations are significant, the research was later expanded nationwide to capture diverse perspectives. The study draws on the Three-Tier Use Model (3-TUM) developed by S. S. Liaw (2008) to explore factors influencing technology adoption, including personal experience, system quality, and behavioral intentions. The research addressed three key questions: 1. What are ESL teachers’ attitudes toward online language teaching? 2. What factors shape their perspectives on online teaching? 3. How do different variables affect their attitudes toward online teaching? Using a mixed-methods approach, data were collected from 195 survey responses and 22 semi-structured interviews. Participants represented various teaching backgrounds and levels of online teaching experience. Quantitative data provided insights into trends, correlations, and the frequency of technology use, while qualitative data explored teachers’ beliefs, experiences, and perceptions in greater depth. The results reveal that most ESL teachers appreciate the flexibility offered by online tools but also face challenges, such as technical difficulties and maintaining student engagement. Teachers with prior experience and access to professional development reported greater success in integrating online tools into their teaching practices. Institutional support and professional development emerged as critical factors in shaping teachers’ attitudes and fostering positive behavioral intentions toward technology use. This study offers actionable recommendations for developing targeted training programs and improving digital infrastructure to support ESL educators. It underscores the importance of professional development and robust institutional support to enhance the quality of online teaching and increase access for diverse learners. In the post-pandemic context, these findings provide valuable insights for policymakers and educational institutions, highlighting the need for continuous adaptation to meet the evolving needs of educators and students.

Advisor

Dongmei Cheng

Subject Categories

Linguistics | Social and Behavioral Sciences

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