The Attitude and Motivation of English Language Teachers towards the Use of Computers
Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 3, No.1, pp 57-67
April 2006
ISSN 1823:1144
Nurul Atikah Abdullah, Mohamad Jafre Zainol Abidin,
+Wong Su Luan, *Omar Majid & *Hanafi Atan
The Centre for Languages and Translation
Universiti Sains Malaysia
11800 Penang, Malaysia
jafre@usm.my
* School of Distance Education
Universiti Sains Malaysia
11800 Penang Malaysia
momar@usm.my, ahanafi@usm.my
+Faculty of Educational Studies
Universiti Putra Malaysia
43400 Serdang, Malaysia
suluan@educ.upm.edu.my
Abstract
The rapid development of computer technology has altered the way education is being delivered.
This is especially so in the delivery of the English language course where the combination of various
media attributes of the computer has the capability to enhance instructional outcomes. This paper
reports on the study undertaken to elucidate the level of the attitude and motivation of English
teachers in the usage of the computer for the delivery of the English course and the associated
problems and constraints faced by them. The study is qualitative and quantitative in nature and
involved 62 English teachers from 12 schools in a selected district in Malaysia. The findings revealed
that the majority of the teachers had a positive attitude, were highly motivated towards the use of
computers to teach English and actually used them for teaching and learning purposes. The findings
also revealed that intrinsic rewards, such as responsibilities, a sense of self-worth and
accomplishments, played an important role in enhancing the positive attitude and motivation.
INTRODUCTION
It is generally believed that a highly motivated teacher with the right attitude would always strive for
excellence in his/her teaching practice. Professional development not only motivates but helps
teachers to keep up to date with new and effective practices in teaching and learning. However,
substantial and effective professional development is rare, and many teachers naturally gravitate
towards the more familiar methods they remember from their own experience as students (Sparks,
1998). These conventional teaching techniques often conflict with new instructional strategies
introduced in any education developmental programmes that require teachers to use cooperative
learning, deploy solving activities and of late, to use the computer in their teaching.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
58
Teachers may welcome or resist the introduction of information technology into schools or may
avoid it altogether. Those with a positive attitude towards the use of computers in education behave
differently from colleagues with a less positive attitude (Ajzen, 1988). Teachers have to realise that
their past and present teaching styles and methods are not necessarily incorrect but need to adapt
and grow. They also have diverse beliefs about knowledge, teaching and learning, exhibit a wide
range of familiarity with software and vary in their motivation to use the computer. Hence,
regardless of how passionate administrators and policy-makers may be about the new machines,
because of these differences among teachers, they will vary in using the new technologies
(McKenzie, 1993; Potter, 1993; Passey and Samways, 1997)
The information age is moving and rapidly progressing and teachers will have to prepare and equip
themselves with the relevant knowledge and skills in the information technology-related area.
Teachers today have access to the computer and are beginning to recognise it as a useful tool in the
teaching and learning process. It is believed that students of today need many different skills to be
able to learn, work and adapt in the ever-changing world. Thus, teachers have to be aware of how
they can address these needs through the use of this important technology in their classroom
teaching. In other words, they will have to learn, and be familiar with, the computer.
However, there are a number of teachers who are still keeping to their traditional method of “chalk
and talk” and textbook style of teaching. At the same time, the government is really concerned about
improving the ability of the young generation to use English effectively. To realise the government’s
aspirations, teacher motivation and attitude as well as the various problems that the English language
teachers face in using the computer must be looked into seriously.
Accordingly, this study attempts to evaluate the situation that currently exists pertaining to teacher
attitude and motivation and elucidate the problems they face in the secondary schools of a selected
district. Additionally, it intends to look at the problems that might have an influence in the teachers’
decision to use or not to use the computer in their instructional delivery. The results of this study
may provide some recommendations and/or intervention that might help to motivate the English
language teachers facing problems in the use of the computer. Only by fulfilling their needs can the
teachers be truly motivated and competent in their profession and to be able to help students to
improve their proficiency in the English language.
LITERATURE REVIEW
Computers have become the most sought- after electronic devices in both homes and schools. They
have captured the interest of the public and many parents believe that they have the ability to
enhance learning (Spark, 1998; Ames, 1992). According to Cox et al. (1999), the growth of
communication networks will change the image of the classroom for the twenty-first century. The
global classroom will be connected by networks that reach around the world and across subject
areas. It simply will not be possible for schools to resist the increasing influence of computer
technology in the teaching and learning process. In addition, the marketplace will grow increasingly
persistent that schools prepare students to be the workers and consumers of a networked society. It
is therefore imperative that teachers and educational institutions rise to this challenge.
Some teachers are not comfortable or skilled in the use of the computer and are therefore unable to
use this technology to enrich the learning experience. Blumefeld (1992) reported that many teachers
show little interest in assuming an active role in the use of this instructional technology, while others
support and utilise it fully. Cox et al. (1999) also argued that the most crucial factors that underlie MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
59
whether or not teachers use the computer are time and support. However, the findings of
McKenzie (1993) and Stallard (1998) suggested that the main problem is attitudinal. Their research
found that the majority of teachers are afraid of the computer, are unaware of the resources available
and are unwilling to expand the extra effort in planning to use it in a presentation or make
arrangements for the set-up and operation of the necessary equipment. Although research has
verified the different beliefs of teachers towards instructional technology throughout the last four
decades, numerous recent studies have shown that most teachers want to use the computer and to
prepare their students for the world of technology outside the school (Dilworth, 1991).
The attitude towards computer use is generated by an individual’s salient beliefs about the
consequences of continued use and his evaluation of these consequences (Ajzen, 1988). A primary
motivation for computer adoption and use is the adopter’s belief regarding the usage outcome or his
perceptions of the usefulness of the technology (Davis et al., 1989). Therefore, a positive attitude
towards the consequences or outcomes of computer use results in a higher rate of usage. Attitude
formed by beliefs and beliefs regarding computer use can exist on several levels, among which are
utilitarian beliefs. Blumefeld (1992) found that teachers’ beliefs about the unique potential of
computers to motivate students and enhance their self-esteem also influence decisions about
computer use.
According to the theory of Ajzen and Fishbein (1977) on Planned Behaviour and that of the
Acceptance Model by Davis et al. (1989), the use of computers is predicted by the motive intentions
to use them. This will be influenced by the beliefs of the users about the usefulness and ease of use.
Perceived usefulness and perceived ease of use are primary motivational factors for accepting and
using the computer. If a teacher thinks that computer use is important to enhance teaching and
learning, he will perceive computer use as having a “positive impact on his work, making him more
professional, more creative, better informed, and generally better educator” (Passey and Samways,
1997).
Thus, a teacher’s behaviour to use or reject the computer is determined by his intention to perform
such behaviour and this intention is influenced jointly by the attitude (positive or negative),
subjective norms (i.e., perceived social pressures from educational reform, parents, students, etc.)
and beliefs about the usefulness and ease of use of the computer. Hence, the presence of motivated
teachers having a positive attitude towards the consequences or outcomes of computer use results in
a higher rate of usage.
According to Porter (1993), extrinsic motivation refers to the performance of an activity. Extrinsic
motivation is perceived to help achieve valued outcomes that are distinct from the activity itself,
such as improving job performance, pay, etc. Intrinsic motivation refers to the performance of
activity for no reason other than the process of performing it. As shown in technology acceptance
studies, perceived usefulness is an example of extrinsic motivation, while perceived ease of use is an
example of intrinsic motivation (Sedebery and Clark, 1990). Figure 1 shows the conceptual
framework of the teacher and the use of the computer.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
60
Technology acceptance
(use of computer)
Figure 1: Conceptual Framework of Teacher Acceptance and the Use of the Computer
METHODOLOGY
This study made use of two types of surveys: a quantitative data survey consisting of a 40-item
questionnaire and a qualitative data survey via oral interviews conducted on six English language
teachers. A total of 62 randomly selected English language teachers from twelve schools in a
selected district participated in this study. Their teaching experience ranged from less than five years
to above 21 years and they were trained at different colleges and universities. Two sets of
instruments were used in the study. The first instrument was a questionnaire given to the English
language teachers and the second instrument was interviews with the teachers to gauge their
attitudes and motivation. With the approval and help of the principals from these selected schools,
arrangements were made with the heads of the English language sections to distribute the
questionnaires to the English language teachers concerned. As this study was conducted in the
month of November when most schools were relatively busy with their school year end
examinations, no time limit was given. However, with the cooperation of the teachers, the
questionnaires were returned and collected after one day.
RESULTS AND DISCUSSION
Out of a total number of 62 respondents, 67.7% were female teachers whereas 32.3% were male.
The fact that the number of female respondents was higher than that of males is indicative of the
predominance of women in the teaching profession in Malaysia. 79% of the respondents were
married while 21% were still single. The English language teachers who were university graduates
accounted for 88.7% while the rest 11.3% were college-trained diploma holders.
Out of the 62 respondents, 74.2% used technology while 2.8% did not do so in their classroom
teaching as a means of academic preparation or as a physical tool in the classroom. It was also found
Behavioural change
Attitude
towards
use
Ease of
use
Usefulness
Not
motivated
Motivated
Negative
attitude
Positive
attitude
Actual use MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
61
out that standalone computer software was the most favourite (54.3%) among the teachers while
few used the Internet or networking-related software (13.1%). According to Roblyer and Edwards
(2000), enhanced voice recognition and the multimedia capabilities of standalone computer
software, along with more powerful computers, now make it possible for students to have a
language immersion experience without leaving the classroom. Moreover, the use of the standalone
computer software has been made possible due to the Malaysian government’s latest implementation
of using English to teach subjects like Science and Mathematics in Primary One, Form One and
Lower Six. Commencing in the year 2003, teachers who teach these subjects have been given the
opportunity of using technology to teach in the class. They would each be supplied with a laptop,
LCD (projector) and standalone computer software to conduct their English lessons. The objective
is to enable them to help students to improve their English language proficiency. As such, not only
students but the teachers as well would be motivated further where the learning and teaching
process is concerned.
Attitude on using the computer
To determine their attitude, respondents in this study answered twenty items (related to their
attitude towards the use of computers to teach English) using the 4-point Likert scale (4 being the
highest). On this scale, attitude would be very low if the mean score was between 1.00 and 1.75, low
if it was between 1.76 - 2.50; high if it was between 2.51 - 3.25 and very high if it was between 3.26 -
4.00. The overall mean attitude of teachers towards the use of computers to teach English was
3.044 with a standard deviation of 0.3981. Therefore, it could be said that generally, the teachers had
a positive attitude towards the use of computers to teach English. The possible explanations for
certain attitude and behavioural patterns might be apparent by identifying factors that seem to be
related to certain responses (Porter, 1993).
Factors Percentages
Computer Enjoyment 78.2%
Computer Importance 85.5%
Computer Involvement 79.9%
Computer Challenge 80.1%
Computer Avoidance 21.8%
Computer Discomfort 18.3%
Table 1: Factors Contributing to the Usage of Computers Among Teachers
Table 1 shows that 85.5% of the teachers indicated that they were aware of the importance of
computers in education and so they took it as a challenge (80.1%) to teach English using the
computer. This was followed by computer involvement (79.7%) and computer enjoyment (78.2%).
Computer avoidance (21.8%) and computer discomfort (18.3%) which contributed to the negative
attitude of the English language teachers in their use of the computer to teach appeared to be
weaker factors.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
62
Motivation
Mean
Intrinsic 31.35
Extrinsic 21.13
Overall 52.48
Table 2: Teacher Motivation Towards the Use of Computers
Teacher motivation towards the use of computers is shown in Table 2. The overall mean of the
motivation was 52.48. Generally, the teachers were more intrinsically than extrinsically motivated
towards the use of computers to teach the language (Cameron and Pierce, 1994). A further analysis
pertaining to intrinsic motivation is shown in Table 3.
Intrinsic Motivation
Percentages
Self-worth and satisfaction 76.6%
Competence 76.4%
Interest 60.2%
Determination 88.7%
Table 3: Intrinsic Motivation Towards the Use of Computers
A total of 88.7% of the respondents ranked a feeling of self-determination as the intrinsic factor that
motivated them the most. This clearly indicated that English language teachers had the
determination, were competent (76.4%) and did have a sense of self-worth to perform their job
dutifully. They knew that they had to make good use of the computer to enhance their lessons and
to help students in the learning of the language. The findings also indicated that English language
teachers used the computer to teach not because of extrinsic factors such as the provision of
laptops, computers or computer loans and various incentives, for instance, a 5 to 10% allowance
but instead, they felt that they had to abide by the call of the government (organisation and
administration, 74.2%) in using the computer to teach and at the same time, hoped to motivate the
students in the learning of the English language through the use of computers.
Extrinsic Motivation
Percentages
Recognition of accomplishment 38.7%
Incentives and benefits 29.0%
Career advancement and promotion 46.8%
Organisation and administration 74.2%
Working conditions 29.9%
Table 4: Extrinsic Motivation on the Use of Computers
Problems faced when using computers
The teachers gave some comments and pointed out a few barriers that they faced concerning the use
of computers in their teaching. Their views, both positive and negative, have been categorised as
follows:
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
63
Lack of access to computers
“…schools are not fully equipped…”
(Respondent: female, 21 years of service)
“…short of computers for students”…
(Respondent: male, 11-15 years of service)
Time factor
“…to use the computer will take up a lot of time to prepare….”
(Respondent: female, 1-5 years of
service)
“…teachers do not have enough time to prepare the materials…”
(Respondent: female, 21 years of
service)
“…time constraint…lack of software…”
(Respondent: male, above 21 years of service)
Lack of computer skills and training
“… I’m willing to use it but we need training…there should be more workshops and seminars…”
(Respondent: female, 16-20 years of service)
“… Teachers are not trained properly before they implement it ...”
(Respondent: male, 11-15 years of
service)
“… Interesting concept but teachers face the problems of sourcing for appropriate software...”
(Respondent: female, 21 years of service)
To arrest these problems faced by many teachers, more computer laboratories must be built with
enough supply of computers for teachers as well as students. More courses and training should be
conducted and more courseware with a local content should be developed to promote greater
computer usage among teachers. On the other hand, it is also obvious from the teachers’ comments
that the use of computers would be very beneficial for both the students and the teachers. These
comments are summed up as follows:
Positive perceptions towards the use of computers
“ …Very helpful, enhance the classroom learning…”
(male, 16-20 years of service)
“…Teaching English using a computer would be fun and easy…”
(female, 11 years of service)
“…I truly believe that the use of computer in English as Second Language will be beneficial…”
(female, above 20 years o service) MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
64
“…the use of computers in ESL has to be strongly encouraged as they ease the learning and teaching process…”
(male, 16 –20 years of service)
Motivation for students
“… Students are very eager to learn when computer is used…”
(female, 5 years of service)
“…enhance classroom learning…can motivate students….”
(male, 16-20 years of service)
“…it helps to sustain students’ concentration during lessons…”
(male, 6-10 years of service)
…students find it interesting and amusing…avoid the usual routine…
(female, 5 –10 years of service)
Different mode of presentation
“…English related activities and materials can be obtained easily via Internet, CD ROM…”
(male, 16-20 years of service)
“ …it’ll be good for kinesthetic and visual learners especially…”
(female, above 20 years of service)
“…The software that I use is attractive and colourful…the students like it…”
(male, 6 –10 years of service)
The teachers’ comments, apart from revealing some personal reservations due to the fact that there
is lack of computer knowledge and training and time constraints, indicated that overall, the teachers
do have a positive attitude towards the use of computers in their teaching.
TEACHER INTERVIEWS
For further justification and understanding of the English language teachers’ motivation and attitude
towards the use of computers in their classroom teaching, interviews with six teachers (selected
randomly from three schools) were conducted. Two of the teachers were not really motivated nor
had a positive attitude towards the use of computers. Both these teachers did see benefits in their
students using computers in their learning activities but faced barriers in incorporating them on a
more involved and frequent basis. Their problems were limited accessibility to hardware and
appropriate software as well as a lack of training and computer skills.
Their comments included the following:
“…well…firstly, the appropriate software is lacking…and the computers I
use are quite old… outdated…”
“…I’m out of touch actually… I have not attended any training or in-service too…moreover, there are not many
courses or training for teachers…” MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
65
“ …I find that the main problem is because of software…”
“…there’s no computer lab in the school and… I don’t give assignments to students because students themselves have
no access…”
However, the other remaining four teachers interviewed appeared enthusiastic and motivated
towards the use of computers to teach English. These teachers were in fact strong advocates for
computer use in the school as they saw the importance of this useful technology in classroom
instructions. They also saw the availability of computers as motivation for the students in the
learning process and as a pedagogical potential whereby lessons can be delivered, explained or
illustrated in a more interesting and entertaining way.
“…students gained knowledge through computers …”
“…find that using computers to teach these weaker students…can get their attention…”
“…students don’t get bored, it’s something out of their routine…”
“…I’m always open to new ideas and I hope as time goes by…we’ll be able to make more use of the computer…”
“…I believe students are advancing very fast and we as teachers need to support ;the government in its move to develop
the country in achieving ICT status…”
“…of course, the use of computers…more of the motivation and also the fact because the computer is a very versatile
tool…can actually exploit the tool and explain something to students in a better manner…”
RECOMMENDATIONS
As technology becomes more and more dominant in our everyday lives, it will continue to exert a
constant pressure on education. This rapid progress, coupled with the development of highly
interactive multimedia software, will equip teachers with a powerful tool to develop the potential of
all students. Before the virtual classroom can evolve and develop, an in-depth study on how to
prepare teachers psychologically and technically must be carried out. We need highly motivated and
competent users to become the supporters for the creation of a new culture in education. Teacher
professional development is absolutely essential if computers provided to schools are to be used
effectively. Simply put, spending scarce resources on informational technology hardware and
software without financing teacher professional development as well is wasteful. Experience around
the world in developing, industrialised and information-based countries has shown that teacher
training in the use and application of technology is the key determining factor for improved student
performance (in terms of both knowledge acquisition and skills development enabled by
technology). All universities and teacher training institutions have taken positive steps in equipping
pre-service teachers with knowledge and skills in information technology. On the other hand, the
educational ministry must also contribute by organising more workshops, seminars and short
courses (in-service) to familiarise the teachers with the computer. For instance, skills on using
Internet, e-mail and CD-ROM and multimedia applications are becoming increasingly essential and MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
66
must be incorporated into the teaching of courses. With all these in hand, teachers will be more
motivated towards the use of this resourceful tool.
CONCLUSION
Most teachers realise the tremendous potential computer can bring to teaching and learning. They
will continue to use computers despite facing problems. The challenges facing teachers and shaping
their motivation and attitude are vast and complicated, and affect them on a personal level.
Teachers are expected to develop their technological skills and knowledge, be motivated and
optimistic towards the use of computers to teach English. Finally, English language teachers must
always use a variety of tools to produce successful learning experiences and the computer is one of
them. Technology cannot be sidelined and in this case, the computer and the Internet are resources
to enhance teaching and promote the successful performance of students.
REFERENCES
Ajzen, I and Fishbein, M (1977) Attitude – behaviour relation: A theoretical analysis and review of
empirical research, Psychological Bulletin, 34, 3, 888-918.
Ajzen, I (1988) Attitudes, Personality and Behaviour, Open University Press, UK.
Ames, C (1992) Classroom; goals, structures and student motivation, Journal of Educational Psychology,
84, 3.
Blumefeld, PC (1992) Classroom learning and motivation: clarifying and expanding goal theory,
Journal of Educational Psychology, 84, 3, 272-281.
Cameron, J and Pierce WD (1994) Reinforcement, reward and intrinsic motivation: A meta analysis,
Review of Educational Research, 64, 3, 363-423.
Cox, MJ, Preston, C and Cox, K (1999) What factors support or prevent teachers from using ICT
in their classrooms? Paper presented at the BERA 1999 Conference, Brighton, UK, Sept 2-9.
Davis, FD, Bagozzi, RP and Warshaw, PR (1989) User acceptance of computer technology: A
comparison of two theoretical models, Management Science, 35, 8, 982-1003.
Dilworth, M (1991) Motivation, rewards and incentives, Washington D.C: Office of Education
Research and Improvement, ERIC Clearinghouse on Teacher Education, 3. MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
67
McKenzie, J (1993) Barriers to new technology part one: Staff balkanization. From Now on. The
Educational Technology Journal, 4, 1, (On-line). Available http://fromnowon.org/FNOFeb93.html.
Passey, D and Samways, B (1997) Information Technology- Supporting Change through Teacher Education,
Chapman and Hall, UK.
Porter, JD (1993) An Investigation of Secondary Teacher Motivation Orientation and the Attitudes About
Extrinsic Incentives (Teacher Motivation), Unpublished Doctoral Dissertation, The University of
Nebraska-Lincoln.
Robyler, MD and Edwards, J (2000) Integrating Educational Technology Into Teaching, 2
nd
Edition,
Prentice Hall, New Jersey.
Sedebery. C and Clark, R (1990) Motivation and organisational incentives for high vitality teachers:
A qualitative perspective, Journal of Research and Development in Education, 24, 13.
Stallard, C (1998) Factors that influence the integration of technology into the secondary curriculum
(on-line). Available: http://ed.info.apple.com/education/techlearn/adapt/adaptfactors.html.
Sparks, D (1998) Using technology to improve teaching and staff development: An interview with
Kathleen Fulton, Journal of Staff Development, 19, 1, 18-21.
April 2006
ISSN 1823:1144
Nurul Atikah Abdullah, Mohamad Jafre Zainol Abidin,
+Wong Su Luan, *Omar Majid & *Hanafi Atan
The Centre for Languages and Translation
Universiti Sains Malaysia
11800 Penang, Malaysia
jafre@usm.my
* School of Distance Education
Universiti Sains Malaysia
11800 Penang Malaysia
momar@usm.my, ahanafi@usm.my
+Faculty of Educational Studies
Universiti Putra Malaysia
43400 Serdang, Malaysia
suluan@educ.upm.edu.my
Abstract
The rapid development of computer technology has altered the way education is being delivered.
This is especially so in the delivery of the English language course where the combination of various
media attributes of the computer has the capability to enhance instructional outcomes. This paper
reports on the study undertaken to elucidate the level of the attitude and motivation of English
teachers in the usage of the computer for the delivery of the English course and the associated
problems and constraints faced by them. The study is qualitative and quantitative in nature and
involved 62 English teachers from 12 schools in a selected district in Malaysia. The findings revealed
that the majority of the teachers had a positive attitude, were highly motivated towards the use of
computers to teach English and actually used them for teaching and learning purposes. The findings
also revealed that intrinsic rewards, such as responsibilities, a sense of self-worth and
accomplishments, played an important role in enhancing the positive attitude and motivation.
INTRODUCTION
It is generally believed that a highly motivated teacher with the right attitude would always strive for
excellence in his/her teaching practice. Professional development not only motivates but helps
teachers to keep up to date with new and effective practices in teaching and learning. However,
substantial and effective professional development is rare, and many teachers naturally gravitate
towards the more familiar methods they remember from their own experience as students (Sparks,
1998). These conventional teaching techniques often conflict with new instructional strategies
introduced in any education developmental programmes that require teachers to use cooperative
learning, deploy solving activities and of late, to use the computer in their teaching.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
58
Teachers may welcome or resist the introduction of information technology into schools or may
avoid it altogether. Those with a positive attitude towards the use of computers in education behave
differently from colleagues with a less positive attitude (Ajzen, 1988). Teachers have to realise that
their past and present teaching styles and methods are not necessarily incorrect but need to adapt
and grow. They also have diverse beliefs about knowledge, teaching and learning, exhibit a wide
range of familiarity with software and vary in their motivation to use the computer. Hence,
regardless of how passionate administrators and policy-makers may be about the new machines,
because of these differences among teachers, they will vary in using the new technologies
(McKenzie, 1993; Potter, 1993; Passey and Samways, 1997)
The information age is moving and rapidly progressing and teachers will have to prepare and equip
themselves with the relevant knowledge and skills in the information technology-related area.
Teachers today have access to the computer and are beginning to recognise it as a useful tool in the
teaching and learning process. It is believed that students of today need many different skills to be
able to learn, work and adapt in the ever-changing world. Thus, teachers have to be aware of how
they can address these needs through the use of this important technology in their classroom
teaching. In other words, they will have to learn, and be familiar with, the computer.
However, there are a number of teachers who are still keeping to their traditional method of “chalk
and talk” and textbook style of teaching. At the same time, the government is really concerned about
improving the ability of the young generation to use English effectively. To realise the government’s
aspirations, teacher motivation and attitude as well as the various problems that the English language
teachers face in using the computer must be looked into seriously.
Accordingly, this study attempts to evaluate the situation that currently exists pertaining to teacher
attitude and motivation and elucidate the problems they face in the secondary schools of a selected
district. Additionally, it intends to look at the problems that might have an influence in the teachers’
decision to use or not to use the computer in their instructional delivery. The results of this study
may provide some recommendations and/or intervention that might help to motivate the English
language teachers facing problems in the use of the computer. Only by fulfilling their needs can the
teachers be truly motivated and competent in their profession and to be able to help students to
improve their proficiency in the English language.
LITERATURE REVIEW
Computers have become the most sought- after electronic devices in both homes and schools. They
have captured the interest of the public and many parents believe that they have the ability to
enhance learning (Spark, 1998; Ames, 1992). According to Cox et al. (1999), the growth of
communication networks will change the image of the classroom for the twenty-first century. The
global classroom will be connected by networks that reach around the world and across subject
areas. It simply will not be possible for schools to resist the increasing influence of computer
technology in the teaching and learning process. In addition, the marketplace will grow increasingly
persistent that schools prepare students to be the workers and consumers of a networked society. It
is therefore imperative that teachers and educational institutions rise to this challenge.
Some teachers are not comfortable or skilled in the use of the computer and are therefore unable to
use this technology to enrich the learning experience. Blumefeld (1992) reported that many teachers
show little interest in assuming an active role in the use of this instructional technology, while others
support and utilise it fully. Cox et al. (1999) also argued that the most crucial factors that underlie MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
59
whether or not teachers use the computer are time and support. However, the findings of
McKenzie (1993) and Stallard (1998) suggested that the main problem is attitudinal. Their research
found that the majority of teachers are afraid of the computer, are unaware of the resources available
and are unwilling to expand the extra effort in planning to use it in a presentation or make
arrangements for the set-up and operation of the necessary equipment. Although research has
verified the different beliefs of teachers towards instructional technology throughout the last four
decades, numerous recent studies have shown that most teachers want to use the computer and to
prepare their students for the world of technology outside the school (Dilworth, 1991).
The attitude towards computer use is generated by an individual’s salient beliefs about the
consequences of continued use and his evaluation of these consequences (Ajzen, 1988). A primary
motivation for computer adoption and use is the adopter’s belief regarding the usage outcome or his
perceptions of the usefulness of the technology (Davis et al., 1989). Therefore, a positive attitude
towards the consequences or outcomes of computer use results in a higher rate of usage. Attitude
formed by beliefs and beliefs regarding computer use can exist on several levels, among which are
utilitarian beliefs. Blumefeld (1992) found that teachers’ beliefs about the unique potential of
computers to motivate students and enhance their self-esteem also influence decisions about
computer use.
According to the theory of Ajzen and Fishbein (1977) on Planned Behaviour and that of the
Acceptance Model by Davis et al. (1989), the use of computers is predicted by the motive intentions
to use them. This will be influenced by the beliefs of the users about the usefulness and ease of use.
Perceived usefulness and perceived ease of use are primary motivational factors for accepting and
using the computer. If a teacher thinks that computer use is important to enhance teaching and
learning, he will perceive computer use as having a “positive impact on his work, making him more
professional, more creative, better informed, and generally better educator” (Passey and Samways,
1997).
Thus, a teacher’s behaviour to use or reject the computer is determined by his intention to perform
such behaviour and this intention is influenced jointly by the attitude (positive or negative),
subjective norms (i.e., perceived social pressures from educational reform, parents, students, etc.)
and beliefs about the usefulness and ease of use of the computer. Hence, the presence of motivated
teachers having a positive attitude towards the consequences or outcomes of computer use results in
a higher rate of usage.
According to Porter (1993), extrinsic motivation refers to the performance of an activity. Extrinsic
motivation is perceived to help achieve valued outcomes that are distinct from the activity itself,
such as improving job performance, pay, etc. Intrinsic motivation refers to the performance of
activity for no reason other than the process of performing it. As shown in technology acceptance
studies, perceived usefulness is an example of extrinsic motivation, while perceived ease of use is an
example of intrinsic motivation (Sedebery and Clark, 1990). Figure 1 shows the conceptual
framework of the teacher and the use of the computer.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
60
Technology acceptance
(use of computer)
Figure 1: Conceptual Framework of Teacher Acceptance and the Use of the Computer
METHODOLOGY
This study made use of two types of surveys: a quantitative data survey consisting of a 40-item
questionnaire and a qualitative data survey via oral interviews conducted on six English language
teachers. A total of 62 randomly selected English language teachers from twelve schools in a
selected district participated in this study. Their teaching experience ranged from less than five years
to above 21 years and they were trained at different colleges and universities. Two sets of
instruments were used in the study. The first instrument was a questionnaire given to the English
language teachers and the second instrument was interviews with the teachers to gauge their
attitudes and motivation. With the approval and help of the principals from these selected schools,
arrangements were made with the heads of the English language sections to distribute the
questionnaires to the English language teachers concerned. As this study was conducted in the
month of November when most schools were relatively busy with their school year end
examinations, no time limit was given. However, with the cooperation of the teachers, the
questionnaires were returned and collected after one day.
RESULTS AND DISCUSSION
Out of a total number of 62 respondents, 67.7% were female teachers whereas 32.3% were male.
The fact that the number of female respondents was higher than that of males is indicative of the
predominance of women in the teaching profession in Malaysia. 79% of the respondents were
married while 21% were still single. The English language teachers who were university graduates
accounted for 88.7% while the rest 11.3% were college-trained diploma holders.
Out of the 62 respondents, 74.2% used technology while 2.8% did not do so in their classroom
teaching as a means of academic preparation or as a physical tool in the classroom. It was also found
Behavioural change
Attitude
towards
use
Ease of
use
Usefulness
Not
motivated
Motivated
Negative
attitude
Positive
attitude
Actual use MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
61
out that standalone computer software was the most favourite (54.3%) among the teachers while
few used the Internet or networking-related software (13.1%). According to Roblyer and Edwards
(2000), enhanced voice recognition and the multimedia capabilities of standalone computer
software, along with more powerful computers, now make it possible for students to have a
language immersion experience without leaving the classroom. Moreover, the use of the standalone
computer software has been made possible due to the Malaysian government’s latest implementation
of using English to teach subjects like Science and Mathematics in Primary One, Form One and
Lower Six. Commencing in the year 2003, teachers who teach these subjects have been given the
opportunity of using technology to teach in the class. They would each be supplied with a laptop,
LCD (projector) and standalone computer software to conduct their English lessons. The objective
is to enable them to help students to improve their English language proficiency. As such, not only
students but the teachers as well would be motivated further where the learning and teaching
process is concerned.
Attitude on using the computer
To determine their attitude, respondents in this study answered twenty items (related to their
attitude towards the use of computers to teach English) using the 4-point Likert scale (4 being the
highest). On this scale, attitude would be very low if the mean score was between 1.00 and 1.75, low
if it was between 1.76 - 2.50; high if it was between 2.51 - 3.25 and very high if it was between 3.26 -
4.00. The overall mean attitude of teachers towards the use of computers to teach English was
3.044 with a standard deviation of 0.3981. Therefore, it could be said that generally, the teachers had
a positive attitude towards the use of computers to teach English. The possible explanations for
certain attitude and behavioural patterns might be apparent by identifying factors that seem to be
related to certain responses (Porter, 1993).
Factors Percentages
Computer Enjoyment 78.2%
Computer Importance 85.5%
Computer Involvement 79.9%
Computer Challenge 80.1%
Computer Avoidance 21.8%
Computer Discomfort 18.3%
Table 1: Factors Contributing to the Usage of Computers Among Teachers
Table 1 shows that 85.5% of the teachers indicated that they were aware of the importance of
computers in education and so they took it as a challenge (80.1%) to teach English using the
computer. This was followed by computer involvement (79.7%) and computer enjoyment (78.2%).
Computer avoidance (21.8%) and computer discomfort (18.3%) which contributed to the negative
attitude of the English language teachers in their use of the computer to teach appeared to be
weaker factors.
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
62
Motivation
Mean
Intrinsic 31.35
Extrinsic 21.13
Overall 52.48
Table 2: Teacher Motivation Towards the Use of Computers
Teacher motivation towards the use of computers is shown in Table 2. The overall mean of the
motivation was 52.48. Generally, the teachers were more intrinsically than extrinsically motivated
towards the use of computers to teach the language (Cameron and Pierce, 1994). A further analysis
pertaining to intrinsic motivation is shown in Table 3.
Intrinsic Motivation
Percentages
Self-worth and satisfaction 76.6%
Competence 76.4%
Interest 60.2%
Determination 88.7%
Table 3: Intrinsic Motivation Towards the Use of Computers
A total of 88.7% of the respondents ranked a feeling of self-determination as the intrinsic factor that
motivated them the most. This clearly indicated that English language teachers had the
determination, were competent (76.4%) and did have a sense of self-worth to perform their job
dutifully. They knew that they had to make good use of the computer to enhance their lessons and
to help students in the learning of the language. The findings also indicated that English language
teachers used the computer to teach not because of extrinsic factors such as the provision of
laptops, computers or computer loans and various incentives, for instance, a 5 to 10% allowance
but instead, they felt that they had to abide by the call of the government (organisation and
administration, 74.2%) in using the computer to teach and at the same time, hoped to motivate the
students in the learning of the English language through the use of computers.
Extrinsic Motivation
Percentages
Recognition of accomplishment 38.7%
Incentives and benefits 29.0%
Career advancement and promotion 46.8%
Organisation and administration 74.2%
Working conditions 29.9%
Table 4: Extrinsic Motivation on the Use of Computers
Problems faced when using computers
The teachers gave some comments and pointed out a few barriers that they faced concerning the use
of computers in their teaching. Their views, both positive and negative, have been categorised as
follows:
MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
63
Lack of access to computers
“…schools are not fully equipped…”
(Respondent: female, 21 years of service)
“…short of computers for students”…
(Respondent: male, 11-15 years of service)
Time factor
“…to use the computer will take up a lot of time to prepare….”
(Respondent: female, 1-5 years of
service)
“…teachers do not have enough time to prepare the materials…”
(Respondent: female, 21 years of
service)
“…time constraint…lack of software…”
(Respondent: male, above 21 years of service)
Lack of computer skills and training
“… I’m willing to use it but we need training…there should be more workshops and seminars…”
(Respondent: female, 16-20 years of service)
“… Teachers are not trained properly before they implement it ...”
(Respondent: male, 11-15 years of
service)
“… Interesting concept but teachers face the problems of sourcing for appropriate software...”
(Respondent: female, 21 years of service)
To arrest these problems faced by many teachers, more computer laboratories must be built with
enough supply of computers for teachers as well as students. More courses and training should be
conducted and more courseware with a local content should be developed to promote greater
computer usage among teachers. On the other hand, it is also obvious from the teachers’ comments
that the use of computers would be very beneficial for both the students and the teachers. These
comments are summed up as follows:
Positive perceptions towards the use of computers
“ …Very helpful, enhance the classroom learning…”
(male, 16-20 years of service)
“…Teaching English using a computer would be fun and easy…”
(female, 11 years of service)
“…I truly believe that the use of computer in English as Second Language will be beneficial…”
(female, above 20 years o service) MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
64
“…the use of computers in ESL has to be strongly encouraged as they ease the learning and teaching process…”
(male, 16 –20 years of service)
Motivation for students
“… Students are very eager to learn when computer is used…”
(female, 5 years of service)
“…enhance classroom learning…can motivate students….”
(male, 16-20 years of service)
“…it helps to sustain students’ concentration during lessons…”
(male, 6-10 years of service)
…students find it interesting and amusing…avoid the usual routine…
(female, 5 –10 years of service)
Different mode of presentation
“…English related activities and materials can be obtained easily via Internet, CD ROM…”
(male, 16-20 years of service)
“ …it’ll be good for kinesthetic and visual learners especially…”
(female, above 20 years of service)
“…The software that I use is attractive and colourful…the students like it…”
(male, 6 –10 years of service)
The teachers’ comments, apart from revealing some personal reservations due to the fact that there
is lack of computer knowledge and training and time constraints, indicated that overall, the teachers
do have a positive attitude towards the use of computers in their teaching.
TEACHER INTERVIEWS
For further justification and understanding of the English language teachers’ motivation and attitude
towards the use of computers in their classroom teaching, interviews with six teachers (selected
randomly from three schools) were conducted. Two of the teachers were not really motivated nor
had a positive attitude towards the use of computers. Both these teachers did see benefits in their
students using computers in their learning activities but faced barriers in incorporating them on a
more involved and frequent basis. Their problems were limited accessibility to hardware and
appropriate software as well as a lack of training and computer skills.
Their comments included the following:
“…well…firstly, the appropriate software is lacking…and the computers I
use are quite old… outdated…”
“…I’m out of touch actually… I have not attended any training or in-service too…moreover, there are not many
courses or training for teachers…” MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
65
“ …I find that the main problem is because of software…”
“…there’s no computer lab in the school and… I don’t give assignments to students because students themselves have
no access…”
However, the other remaining four teachers interviewed appeared enthusiastic and motivated
towards the use of computers to teach English. These teachers were in fact strong advocates for
computer use in the school as they saw the importance of this useful technology in classroom
instructions. They also saw the availability of computers as motivation for the students in the
learning process and as a pedagogical potential whereby lessons can be delivered, explained or
illustrated in a more interesting and entertaining way.
“…students gained knowledge through computers …”
“…find that using computers to teach these weaker students…can get their attention…”
“…students don’t get bored, it’s something out of their routine…”
“…I’m always open to new ideas and I hope as time goes by…we’ll be able to make more use of the computer…”
“…I believe students are advancing very fast and we as teachers need to support ;the government in its move to develop
the country in achieving ICT status…”
“…of course, the use of computers…more of the motivation and also the fact because the computer is a very versatile
tool…can actually exploit the tool and explain something to students in a better manner…”
RECOMMENDATIONS
As technology becomes more and more dominant in our everyday lives, it will continue to exert a
constant pressure on education. This rapid progress, coupled with the development of highly
interactive multimedia software, will equip teachers with a powerful tool to develop the potential of
all students. Before the virtual classroom can evolve and develop, an in-depth study on how to
prepare teachers psychologically and technically must be carried out. We need highly motivated and
competent users to become the supporters for the creation of a new culture in education. Teacher
professional development is absolutely essential if computers provided to schools are to be used
effectively. Simply put, spending scarce resources on informational technology hardware and
software without financing teacher professional development as well is wasteful. Experience around
the world in developing, industrialised and information-based countries has shown that teacher
training in the use and application of technology is the key determining factor for improved student
performance (in terms of both knowledge acquisition and skills development enabled by
technology). All universities and teacher training institutions have taken positive steps in equipping
pre-service teachers with knowledge and skills in information technology. On the other hand, the
educational ministry must also contribute by organising more workshops, seminars and short
courses (in-service) to familiarise the teachers with the computer. For instance, skills on using
Internet, e-mail and CD-ROM and multimedia applications are becoming increasingly essential and MOJIT The Attitude and Motivation of English Language Teachers towards the Use of Computers
66
must be incorporated into the teaching of courses. With all these in hand, teachers will be more
motivated towards the use of this resourceful tool.
CONCLUSION
Most teachers realise the tremendous potential computer can bring to teaching and learning. They
will continue to use computers despite facing problems. The challenges facing teachers and shaping
their motivation and attitude are vast and complicated, and affect them on a personal level.
Teachers are expected to develop their technological skills and knowledge, be motivated and
optimistic towards the use of computers to teach English. Finally, English language teachers must
always use a variety of tools to produce successful learning experiences and the computer is one of
them. Technology cannot be sidelined and in this case, the computer and the Internet are resources
to enhance teaching and promote the successful performance of students.
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