PEDAGOGICAL AND INSTITUTIONAL READINESS FOR TECHNOLOGY INTEGRATION IN ONLINE EFL TEACHING: A QUALITATIVE STUDY AT TURKISH STATE UNIVERSITIES.
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| Title: | PEDAGOGICAL AND INSTITUTIONAL READINESS FOR TECHNOLOGY INTEGRATION IN ONLINE EFL TEACHING: A QUALITATIVE STUDY AT TURKISH STATE UNIVERSITIES. |
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| Authors: | KACAR, Hacer1 hkacar@cu.edu.tr |
| Source: | Turkish Online Journal of Distance Education (TOJDE). Oct2026, Vol. 27 Issue 4, p437-452. 16p. |
| Subject Terms: | *Learning readiness, *Institutional environment, *Self-efficacy in teachers, *Qualitative research, *Foreign language education, *Educational technology, *Preparedness, *Organizational learning |
| Geographic Terms: | Türkiye |
| Abstract: | The transformation of educational environments by digital technologies has made technology integration in online foreign language teaching a critical area of research. However, existing studies mostly focus on technical competence or attitude variables; research that addresses pedagogical and institutional readiness together remains limited. This study aims to examine the integration of technology in online foreign language teaching by EFL instructors within the framework of pedagogical and institutional readiness. The research was conducted using a qualitative case study design; data were collected from 42 instructors at state universities in Turkiye through open-ended forms and four focus group interviews and analyzed using thematic analysis. The findings indicate that technology integration is a multidimensional process shaped by the interaction of perceived competence, professional development needs, institutional infrastructure, support mechanisms, and psychological factors, rather than technical skills alone. The findings indicate that technology integration is shaped not only by individual competencies but also by the interaction between institutional conditions and individual perceptions. In particular, the sustainability of the institutional infrastructure and the presence of managerial support mechanisms emerge as key factors determining the continuity of technology use. Furthermore, instructors' perceptions of self-efficacy and their motivation levels are directly influenced by these organizational conditions, thereby shaping their decisions regarding technology integration. Accordingly, the results reveal that effective technology integration in online foreign language instruction requires holistic strategies that go beyond individual skill-development approaches to strengthen institutional capacity and support pedagogical alignment. [ABSTRACT FROM AUTHOR] |
| Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197756283 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PEDAGOGICAL AND INSTITUTIONAL READINESS FOR TECHNOLOGY INTEGRATION IN ONLINE EFL TEACHING: A QUALITATIVE STUDY AT TURKISH STATE UNIVERSITIES. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22KACAR%2C+Hacer%22">KACAR, Hacer</searchLink><relatesTo>1</relatesTo><i> hkacar@cu.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Turkish+Online+Journal+of+Distance+Education+%28TOJDE%29%22">Turkish Online Journal of Distance Education (TOJDE)</searchLink>. Oct2026, Vol. 27 Issue 4, p437-452. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+readiness%22">Learning readiness</searchLink><br />*<searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+learning%22">Organizational learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The transformation of educational environments by digital technologies has made technology integration in online foreign language teaching a critical area of research. However, existing studies mostly focus on technical competence or attitude variables; research that addresses pedagogical and institutional readiness together remains limited. This study aims to examine the integration of technology in online foreign language teaching by EFL instructors within the framework of pedagogical and institutional readiness. The research was conducted using a qualitative case study design; data were collected from 42 instructors at state universities in Turkiye through open-ended forms and four focus group interviews and analyzed using thematic analysis. The findings indicate that technology integration is a multidimensional process shaped by the interaction of perceived competence, professional development needs, institutional infrastructure, support mechanisms, and psychological factors, rather than technical skills alone. The findings indicate that technology integration is shaped not only by individual competencies but also by the interaction between institutional conditions and individual perceptions. In particular, the sustainability of the institutional infrastructure and the presence of managerial support mechanisms emerge as key factors determining the continuity of technology use. Furthermore, instructors' perceptions of self-efficacy and their motivation levels are directly influenced by these organizational conditions, thereby shaping their decisions regarding technology integration. Accordingly, the results reveal that effective technology integration in online foreign language instruction requires holistic strategies that go beyond individual skill-development approaches to strengthen institutional capacity and support pedagogical alignment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 16 StartPage: 437 Subjects: – SubjectFull: Learning readiness Type: general – SubjectFull: Institutional environment Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Foreign language education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Preparedness Type: general – SubjectFull: Organizational learning Type: general – SubjectFull: Türkiye Type: general Titles: – TitleFull: PEDAGOGICAL AND INSTITUTIONAL READINESS FOR TECHNOLOGY INTEGRATION IN ONLINE EFL TEACHING: A QUALITATIVE STUDY AT TURKISH STATE UNIVERSITIES. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: KACAR, Hacer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13026488 Numbering: – Type: volume Value: 27 – Type: issue Value: 4 Titles: – TitleFull: Turkish Online Journal of Distance Education (TOJDE) Type: main |
| ResultId | 1 |
