| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 91 === The aim of this study is to investigate junior and senior high school English teachers’ concerns and behaviors about integrating information technology into English instruction, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among them.
The participations in this study are332 junior and senior high school English teachers from Taipei and Kaohsiung cities. “School environment scale,” “Innovative teaching behavior scale,” “Integrating information technology into English instruction cognition scale,” “Stages of concern questionnaire,” and “Integrating information technology into English instruction behavior scale” are adopted as instruments of analysis in this study. Data were analyzed in the use of mean, standard deviation, t-test, one-way ANOVA, multivariate analysis of variances, and canonical correlation.
The major findings of this study are as followed:
I. There are significant differences in junior and senior high school English teachers’ concerns and behaviors of integrating information technology into English instruction in term of the academic degrees, time of contacting computer, time of using computer each week, time of using computer in English instruction each week, time of taking computer related training, and information literacy.
II. For junior and senior high school English teachers, their school environment, cognition of integrating information technology into English instruction, innovation in teaching, and concern of integrating information technology into English instruction are significantly related to their behavior of integrating information technology into English instruction.
III. English teachers use information technology in listening instruction the most, next is in speaking instruction. The information technology English teachers use most is tapes, next are VCD/DVD/CD-ROM, and cassettes.
IV. The difficulties affecting information technology integrated into English instruction are lack of time, no ability to integrating information technology into English instruction, lack of trainings, and information literacy.
Based on the conclusion of this study, some suggestions are made for future study.
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