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in: Situated Nature of EFL Teacher Psychology , Özkan Kırmızı,Aydan Irgatoğlu, Editor, Nobel Yayın Dağıtım, Ankara, pp.53-79, 2023
Technology has been infused into every aspect of everyday life in the 21st century, and the field of English language teaching has been no exception. However, while it has been embraced by many teachers, the use of technology has not been welcomed by some. The purpose of conducting this quantitative study was to investigate whether there was a relationship between EFL instructors’ perceptions on technology use and their possible language teacher selves (PLTS). In addition, it was aimed to investigate if there were differences among instructors who had different years of teaching experience with regard to their perceptions on technology use and their PLTS. The data were collected from 134 EFL instructors teaching at a public university in Turkey, and two surveys consisting of five-point Likert scale items were used. The results indicated a positive relationship between the EFL instructors’ ideal language teacher selves and their perceptions on technology use, particularly among the instructors with professional qualifications or degrees. Also, according to the results, years of teaching experience had an impact on instructors’ perceptions on technology use and their PLTS.