INVESTIGATION OF ENGLISH INSTRUCTORS’ TECHNOLOGY EFFICACY AND THEIR ATTITUDE TOWARDS USING TECHNOLOGY

Today it is difficult to say that the classes that technology and technological tools do not enter remain. As well as rapid progress in science and technology, the widespread use of computers and information network technologies, there has been a profound change in English teaching models and techniques. Now modern foreign language teaching aims to make students more active and more productive in the learning process with new and original presentations and materials brought by the teacher-oriented technology. From past to present, it seems that English teaching and technology are intertwined (Singhal, 1997). The integration of these technologies into the classroom is related to the teachers' technology competencies. In this research, it was aimed to determine the level of technology proficiency of English language instructors according to ISTE standards. In this research, the singular and relational screening model was used. 52 instructors form the sample of the study and data were collected with two scales. As a result of the findings obtained, it was seen that the average level of answers given by English language instructors about technology sufficiency was found to be "I agree" (X:3.96). Besides, while the technology efficacies of English language instructors differ significantly in terms of gender variable, age, graduation, learning status and professional experience do not differ their technology efficacies. In addition to it, there is a meaningful relationship between the level of technology efficacies of English instructors and the attitudes towards using the technology (r = 0.32, p <0.05)