Modelling Teachers’ Behaviour in ICT Usage

Abstract

In response to the global pandemic effect on the education field, the growth of the Internet of Things (IoT), Artificial Intelligence, Information and Communication Technology (ICT), are becoming more exposed and rapidly utilized. In the English as a Second Language Teaching (ELT) context, teachers are expected to swiftly evolve with technology. However, it is more important to investigate the teachers’ technology learning process and their emerging ability to adapt pedagogy to a virtual classroom and provide effective lessons. Although many studies have highlighted the perceptions, challenges, and barriers in integrating technology in the lesson, it is crucial to understand the important role of a teacher’s development of different human capabilities to react to technology integration in teaching and learning. The aim of this paper is to investigate the influence of the knowledge and pedagogical beliefs of ESL teachers on the use of ICT in teaching and learning environments. The influence elements delineate the reciprocal causation in behaviour, personal characteristics, and environment of three variables with a bidirectional interaction. This structure will bring many contributions to how ESL teachers perceive their own self-system and exploit technological resources for an adaptive and interactive teaching strategy with a multimodal outcome. The paper concludes with practical implications for the educators, stakeholders, and professional development planners for further actions.