The Relationship between Socioeconomic Status, Technology Acceptance, and Technology Use among Iranian EFL Teachers

Document Type : Original Article

Authors

1 Master of Teaching Language, Science and Research Branch, Azad University, Tehran, Iran

2 Department of language sciences, Gorgan Branch, Islamic Azad University, Gorgan, Iran

10.22034/jhi.2021.135023

Abstract

Technology has been at the center of researchers’ attention over the last decade in ELT due to growing use of mobiles and other electronic devices among EFL learners. On other hand, socioeconomic status is a term on which a good number of studies have been done lately in education and especially in ELT. Thus, the present study sought to find out whether there is any relationship between Iranian EFL teachers’ socioeconomic status and their technology acceptance and also technology use. In this study, 60 Iranian EFL teachers were selected through convenience sampling as participants. They were in an age range of 25 to 45 and from both genders. Socioeconomic status questionnaire (Aggarwal et al. 2005), technology acceptance scale (Park, 2009) and technology use scale are the three instruments used to collect data in this study. After data collection, first, the normality test, K-S test along with Shapiro Wilk test was run to see if the data would be normal. Since they were normal, the parametric statistical procedure of Pearson correlation test was run to find out whether there would be any relationship between the variables. The results showed that there is a positive and significant relationship between Iranian EFL teachers’ SES and technology use. In addition, the results also showed that there is a positive and significant relationship between SES and teacher acceptance too. As the main pedagogical implication of the present study, teacher educators need to teach teachers how to use technology in their classes.

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