Sari, L. 2023 EFL Teachers’ Pedagogical Beliefs And Technology Integration In English Instructional Practice in Islamic Senior High School. Graduate Program Of English Education Faculty Of Teacher Training And Education Mulawarman University. Samarinda. Advisors: (1) Effendi Limbong, Ed.D, and (2) Dr. Yuni Utami Asih, M. Pd
Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The Purpose of this study is to explored how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. Using a multiple-case-study research design, we examined 3 Islamic Senior High School EFL teachers’ pedagogical beliefs of technology integration using Johnson’s (1992) framework of skill-based, rule-based, or function-based. The research used interview guideline, documents checklist, and observation form/field note as research instruments. The results of this study showed that EFL teachers’ pedagogical beliefs of technology integration are skill/rule-based, ruled-based, and skill-based. EFL teachers’ pedagogical beliefs and technology integration instructional practice are skill-based, rule-based, and function-based. While, EFL teachers’ pedagogical beliefs about language teaching and learning were generally aligned with their technology integration practices.