Author(s)

Kulwant Kaur Kartar Singh, Hamidah Yamat, Wahiza Wahi

Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia.

Studies on the effectiveness of technology have shown that it enhances students in language learning and helps gain their involvement. Nevertheless, there is still resistance among teachers in using technology in the language classrooms due to the rapid advancements of technology. The aim of the study reported in this article was therefore to gather testimonial insights on teachers’ beliefs about technology and its fusion to illuminate how English as a second language (ESL) teaching and learning is eased and made meaningful in classrooms. This paper reports on a case study that looks into primary school teachers’ beliefs on technological fusion in teaching ESL students. Data were collected from three teachers of different teaching experiences through interviews and observations and themes were generated through constant comparative and thematic analysis; assisted with the use of ATLAS ti.7 software. Findings indicate that despite positive beliefs that the fusion of technology assists language teaching and learning, not all teachers embrace technology in their classrooms as schools especially in rural areas lack facilities to aid the use of technology. This study implies that there is a need to equip all schools with devices and equipment that aid the fusion of technology in language teaching.

Teachers’ Beliefs, Technological Fusion, Teaching English, ESL Students, Primary School

Singh, K. , Yamat, H. and Wahi, W. (2018) Teachers’ Beliefs on Technological Fusion in Teaching ESL Students. Creative Education, 9, 2125-2136. doi: 10.4236/ce.2018.914154.