Exploring Teacher Agency in Technology-Mediated EFL Instruction in the Lower Northern Region of Thailand
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Abstract
Although ICT technology tools and social networking applications are being applied in Thai EFL classrooms at all levels, teacher agency which includes teachers’ experience, decision, and practice have been underexplored. This paper investigated EFL teachers’ agency in using technology in English language instruction. A questionnaire constructed on the three dimensions of agency was administered to 81 English teachers in primary and secondary schools in the lower northern region of Thailand. The result from the questionnaire revealed that teachers’ agency towards technology-mediated choices is embedded with their concurrent practice yet constrained with external limitations and lack of support. It is also suggested that teachers are likely to welcome technology if it fits into their concurrent pedagogical approaches and supports students’ collaborative and self-directed learning.
Article Details
ข้อความรู้ใดๆ ตลอดจนข้อคิดเห็นใดๆ เป็นของผู้เขียนแต่ละท่านโดยเฉพาะ คณะมนุษยศาสตร์ มหาวิทยาลัยนเรศวร และกองบรรณาธิการวารสารมนุษยศาสตร์ฯ ไม่จำเป็นต้องเห็นพ้องด้วย
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