EXPLORING THE GAP: TEACHERS' PERCEPTIONS VS. ACTUAL USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN LANGUAGE EDUCATION

Abstract

The integration of Information and Communication Technology (ICT) in language teaching is profoundly influenced by educators’ attitudes and perspectives towards its use. Conversely, the ideologies or viewpoints held by individuals can significantly affect the facilitation or hindrance of information and communication technology adoption and utilization. The use of information and communication technology tools in English language instruction is widespread and varies greatly. Nonetheless, the beliefs and perspectives of English as a Foreign Language (EFL) teachers play a crucial role in either reinforcing or undermining the importance of this application. The incorporation of innovative technological tools, such as information and communication technology, into educational practices depends on the essential involvement of educators. To optimize student learning results, teachers' attitudes must change. This is demonstrated by the relationship between the effectiveness of instructional reforms and their capacity to adjust to new technology. By employing the Theory-Context-Characteristics-Methodology framework, a systematic review of the literature was conducted as part of the research. The literature covered 79 empirical studies published in the last 10 to 15 years that examined the relationship between teachers' perceptions of and actual use of information and communication technology in language teaching and learning. This study demonstrates the relationship that exists between how teachers view the usage of information and communication technology and how it is actually used in language instruction. It also looks at the variables affecting how instructors view the usage of information and communication technology.