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The Integration of Educational Technologies in Foreign Language Education: Teacher Practices and Attitudes in Greece

The Integration of Educational Technologies in Foreign Language Education: Teacher Practices and Attitudes in Greece
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Author(s): Varvara Lemonia Oikonomou (CITY College, International Faculty of the University of Sheffield, Greece) and Paschalia Patsala (Arts and Humanities Research Council, UK)
Copyright: 2021
Pages: 23
Source title: IT and the Development of Digital Skills and Competences in Education
Source Author(s)/Editor(s): Patricia Ordóñez de Pablos (University of Oviedo, Spain), Miltiadis D. Lytras (American College of Greece, Greece & Effat University, Saudi Arabia) and Xi Zhang (Tianjin University, China)
DOI: 10.4018/978-1-7998-4972-8.ch015

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Abstract

The aim of this chapter is to examine the use of educational technologies in foreign language teaching in Greece. It explores whether FL teachers tend to integrate learning tools in their classroom, and if their implementation is affected by teachers' age, gender, level of confidence in using these tools, or any previous training they attended. The most popular technological tools employed in FL teaching are also presented, while the attitude of teachers towards the utilization of learning technologies is thoroughly investigated. A quantitative research method has been adopted with the usage of a web-based questionnaire. Based on the findings retrieved from the responses of a hundred FL teachers, they tend to integrate educational technologies extensively in their teaching practices, mainly to enhance learners' speaking and listening skills. Out of the variables examined, only teachers' confidence in using educational technologies seems to impact the integration of technology in their FL teaching.

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