Search

This study delves into EFL instructors’ perceptions of integrating video games as extracurricular activities. Combining quantitative and qualitative data collection methods, a mixed method was employed. The data were collected through a questionnaire and semi-structured interviews. 147 EFL instructors who work at universities in Turkey took part in the quantitative phase of the study, and 10 instructors volunteered to participate in the interview sessions. The quantitative data were analysed via SPSS 23, and for the qualitative data analysis MAXQDA software program was utilised. The results revealed that EFL instructors have generally positive perceptions of integrating video games as extracurricular activities, with a minority actively using them in their teaching. Moreover, there was a consensus that video games could be more effective when utilized as extracurricular tools rather than main instructional tools. Notable concerns expressed by the participants included time limitations, a busy curriculum, and a lack of knowledge about video games. Despite these concerns, it was found that the EFL instructors are willing to use video games in their teaching practices and learn more about them. These findings point out the importance of targeted professional development programs for the effective integration of video games into language teaching as extracurricular activities.

The study looked into the perceptions of EFL instructors working at schools of foreign languages at various universities throughout Turkey in order to better understand the effects of Online Extensive Reading (OER) on language learning and the difficulties regarding its implementation. A mixed-type descriptive study design was used to achieve the aim of the study, and the data were collected through semi-structured interviews and an online questionnaire. The questionnaire was completed by 181 EFL instructors, and 10 of them took part in the interviews. The quantitative data analysis was performed via SPSS.23 and frequencies and percentages were calculated. The qualitative data analysis which resulted in the formation of various themes and codes was carried out via MAXQDA. The results revealed that while the instructors held favourable perceptions towards the effects of OER on language learning including its benefits on reading, writing, and vocabulary, they were worried about certain difficulties including hectic schedules, student motivation, school curriculums, exams, and their technical expertise. Overall, it was concluded that despite the instructors' favourable perceptions of OER, it is not a practice that is frequently used in higher education in Turkey due to the instructors' lack of knowledge of OER and the difficulties they mentioned.