THE EXPLORATION OF EFL TEACHERS' POSITIVE BELIEFS, SELF-EFFICACY BELIEFS, AND PEDAGOGICAL BELIEFS CONCERNING ICT INTEGRATION

Finding out more about the connection among various teachers' beliefs about information and communication technology (ICT) integration will assist teachers in achieving successful integration of technology and enhance the quality of the teaching and learning process. This study examined the connection among various beliefs of English as foreign language (EFL) teachers in integrating ICT. Using a descriptive case study, three elementary-level EFL teachers' beliefs about ICT were investigated based on their positive beliefs, self-efficacy beliefs, and pedagogical beliefs. Data collection employed questionnaires and interviews. The teachers' beliefs were analyzed by using theory from Taimalu and Luik (2019). Meanwhile, Johnson's (1992) framework is adopted to examine pedagogical beliefs, particularly content-specific pedagogical beliefs. The framework was chosen to focus specifically on English subjects. The result showed that there was inconsistency among teachers' beliefs. Some teachers who had positive beliefs about ICT were lack of self-efficacy and pedagogical beliefs. In content-specific pedagogical beliefs, they had beliefs that ICT integration was appropriate for teaching English skill-based and function-based. Moreover, some teachers with low self-efficacy perceived complexity in use, new technologies, and internet connection as barriers to their self-efficacy beliefs in integrating ICT into the class