Research Information System
Pen Academic Publishing, vol.14, no.1, pp.31-43, 2023 (Peer-Reviewed Journal)
In today’s world, technology plays a vital role in every aspect of daily life both personally and professionally. To this, the domain of education is not an exception. Indeed, as an ever-progressing field that is interrelated and intertwined with real life where instantaneous change and development exist due to the period of modernisation and globalisation, education necessitates more technology integration, especially in language teaching to address diverse sorts of learners. In addition, teacher beliefs hold a key point in putting theory into practice. Therefore, conducted on 52 preservice EFL teachers studying at a Turkish state university, the current study aimed to investigate teacher beliefs and engagement with digital technology with a survey research design following a quantitative trend. Descriptively analysed results indicated that preservice teachers positively view digital technology as a complementary means for their instructional purposes within the classroom and know the importance thereof. Inferential statistics done indicated a significant difference in the participants’ beliefs between genders only. On the other hand, the participants are dissatisfied with their institution’s technical infrastructure and resources providing information on digital technology use. Furthermore, they report to have received insufficient education regarding digital technology use. Thus, the suggestions would be to resolve technical issues, provide more relevant resources, and enhance digital technology education within the faculties of education.