Analysis of EFL Teachers’ Use of Digital Components: Evidence from Self-Report and Classroom Observation

Abstract

Purpose: A coursebook is ranked among thefundamentals of language teaching, which directlyaffects the success of classroom activities. Therefore, investigations into the nature and efficiency of this relationship should yield invaluable insights to improving language teaching. In this regard, this study aims to investigate EFL teachers’ views regarding the necessity of such software, its actual use in teaching, and its perceived advantages. Methods: In this study, a mixed research design wasused, in which qualitative and quantitative researchmethods were used together.For these purposes, three different data collection tools were employed throughout this study:a) a survey, b) classroom observations, and c) post-observation interviews. First, a total of 74participants were surveyed, and then 14 of them were observed while teaching and wereinterviewed afterwards. Findings: Coursebook software was most commonly utilized withinlistening tasks and least commonly utilized in writing tasks. Active use time was observed tobe 143 minutes, which is 20% of the total teaching time. The passive use time of the tool wascalculated to be 511 minutes (73.5%), and the digital tool was turned off for a duration of 46minutes (6.5%). Semi-structured interviews revealed three main themes: attractivepresentation of the content, effective teaching, and classroom management. Implications forResearch and Practice: It is crucial to equip EFL teachers with the skills needed to employ thedigital components of coursebooks effectively. The availability of classrooms equipped withICT tools—including a computer with internet connection, a projector, and speakers for audio,as well as in-service training on the effective use of ICT tools at the host institution—promotepositive attitudes towards ICT among the teachers; therefore, these facilities should be madeavailable to EFL teachers.