The Teachers' Perceptions of Technology Integration in EFL Classes

Abstract

This study implemented Rogers' Diffusion of Innovation model (1995) to explore the Iranian
teachers' perceptions of integrating technology in their EFL classes. In this study a mixed
method design was used. In quantitative part of this study, Rogers' (1995) Diffusion of
Innovation questionnaire (20 items) was implemented; and in qualitative phase, semi
structured interviews were conducted. The participants of this study were 60 EFL teachers who
worked in English language institutes in Shiraz, Iran. The results of this study showed that,
there was not any significant difference between the perceptions of male and female teachers
about integrating technology in their EFL classes. Additionally, in this study, there was a
significant difference between the five attributes (relative advantage, compatibility, complexity,
trialability, and obsevability) of the Rogers' Diffusion of Innovation. Moreover, among five
attributes of Diffusion of Innovation, the relative advantage and observability had the highest
mean scores. The results of semi structured interview also indicated that there were some
similarities and differences difference between the perceptions of male and female teachers
about integrating technology in their EFL classes .