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As Table | indicates the majority of the participants believed that ICT tools would help them become more effective teachers (mean =4,42). Additionally, the participants mostly agreed that technology should be integrated into teaching (mean = 4.33). The distribution of the findings in Table X indicates that the participants’ negative perceptions on ICT integration have very low means. Few participants found ICT use as unnecessary (mean= 2.07). Elt Preservice Teachers’ Perceptions and Opinions on How to Intgerate ICT in Language Class

Table 1 As Table | indicates the majority of the participants believed that ICT tools would help them become more effective teachers (mean =4,42). Additionally, the participants mostly agreed that technology should be integrated into teaching (mean = 4.33). The distribution of the findings in Table X indicates that the participants’ negative perceptions on ICT integration have very low means. Few participants found ICT use as unnecessary (mean= 2.07). Elt Preservice Teachers’ Perceptions and Opinions on How to Intgerate ICT in Language Class

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The main focus of their implementations and projects was on English language teaching. So, students were guided to design applications on a chosen English language subjects. However, in the scope of the course, the main principles of applications, informatics ethics, social webs (social bookmarking etc), online game-based learning platform (Kahoot), concept mapping (Gliffy) and the other instructional sources to prepare e-content were also explained and discussed. Figure 1: The ICT tools referred and used in this study
The main focus of their implementations and projects was on English language teaching. So, students were guided to design applications on a chosen English language subjects. However, in the scope of the course, the main principles of applications, informatics ethics, social webs (social bookmarking etc), online game-based learning platform (Kahoot), concept mapping (Gliffy) and the other instructional sources to prepare e-content were also explained and discussed. Figure 1: The ICT tools referred and used in this study
Participants’ opinions on why to integrate ICT in language classes After the participants’ perceptions on ICT integration in language teaching were determined, their opinions on why and how to integrate ICT were questioned. In that way, it was aimed to reveal the participants’ actual beliefs and further practical ideas. The 22 items questioning the participants’ opinions were analyzed and the most frequent and least frequent answers are presented in Table 2.
Participants’ opinions on why to integrate ICT in language classes After the participants’ perceptions on ICT integration in language teaching were determined, their opinions on why and how to integrate ICT were questioned. In that way, it was aimed to reveal the participants’ actual beliefs and further practical ideas. The 22 items questioning the participants’ opinions were analyzed and the most frequent and least frequent answers are presented in Table 2.
When the participants were asked on why ICT should be integrated in language teaching, the majority of the participants agreed that ICT makes language teaching fun (mean= 4.45) and easy (mean= 4.39). Thus, it can be claimed that most of the participants are aware that ICT integration is a good way to draw language learners’ attention and make language activities fun that could facilitate student involvement through animated and interesting content tools. Furthermore, the participants reported that the integration of ICT in language class makes learning permanent (mean= 4.38). Permanent learning is the desired outcome of language teaching, thus preservice teachers agreed that ICT integration is one of the best way to reach this outcome. Only few participants thought that the use of ICT is a waste of time (mean= 2.02), thus they thought there is no reason to integrate ICT.
When the participants were asked on why ICT should be integrated in language teaching, the majority of the participants agreed that ICT makes language teaching fun (mean= 4.45) and easy (mean= 4.39). Thus, it can be claimed that most of the participants are aware that ICT integration is a good way to draw language learners’ attention and make language activities fun that could facilitate student involvement through animated and interesting content tools. Furthermore, the participants reported that the integration of ICT in language class makes learning permanent (mean= 4.38). Permanent learning is the desired outcome of language teaching, thus preservice teachers agreed that ICT integration is one of the best way to reach this outcome. Only few participants thought that the use of ICT is a waste of time (mean= 2.02), thus they thought there is no reason to integrate ICT.
The findings of the matrix are illustrated in the graphs as language skill based in the following. The figures are given as percentages for each ICT tool preferred by the participants for each language skill. Firstly, the participants’ answers on which ICT tool is the most effective for reading skill are illustrated in Graph 1. Graph 1. The Distribution of Favorite ICT Tools for Reading Skill
The findings of the matrix are illustrated in the graphs as language skill based in the following. The figures are given as percentages for each ICT tool preferred by the participants for each language skill. Firstly, the participants’ answers on which ICT tool is the most effective for reading skill are illustrated in Graph 1. Graph 1. The Distribution of Favorite ICT Tools for Reading Skill
Graph 2. The Distribution of Favorite ICT Tools for Writing Skill For writing skill, which is seen as challenging skill for many language learners, preservice teachers suggested the integration of the following ICT tools as in Graph 2.
Graph 2. The Distribution of Favorite ICT Tools for Writing Skill For writing skill, which is seen as challenging skill for many language learners, preservice teachers suggested the integration of the following ICT tools as in Graph 2.
While for reading and writing skill, the participants preferred similar ICT tools, for vocabulary learning and teaching, they varied their choices. The answers are as follows in Graph 3. Graph 3. The Distribution of Favorite ICT Tools for Vocabulary
While for reading and writing skill, the participants preferred similar ICT tools, for vocabulary learning and teaching, they varied their choices. The answers are as follows in Graph 3. Graph 3. The Distribution of Favorite ICT Tools for Vocabulary
Graph 4. The Distribution of Favorite ICT Tools for Grammar For grammar, which is the most studied and referred language skill,similar results were also observed. The distribution is given in Graph 4.
Graph 4. The Distribution of Favorite ICT Tools for Grammar For grammar, which is the most studied and referred language skill,similar results were also observed. The distribution is given in Graph 4.
Another challenging skill for language learners is listening since learners have difficulty with following the recorded scripts and authentic texts. The participants preferred to use the following ICT tools in their future listening lessons, as illustrated in Graph 5. For listening skills, the participants mostly agreed on the use of Youtube (84%). This video sharing tool can provide a variety of real-life video which could be used as a good source for listening activities. The results showed that the preservice teachers are aware of the potential of this tool for this skill. As it can be seen in the following graph, the use of Voicethread (71%) and Goanimate (69%) were other favorite tools.
Another challenging skill for language learners is listening since learners have difficulty with following the recorded scripts and authentic texts. The participants preferred to use the following ICT tools in their future listening lessons, as illustrated in Graph 5. For listening skills, the participants mostly agreed on the use of Youtube (84%). This video sharing tool can provide a variety of real-life video which could be used as a good source for listening activities. The results showed that the preservice teachers are aware of the potential of this tool for this skill. As it can be seen in the following graph, the use of Voicethread (71%) and Goanimate (69%) were other favorite tools.
Graph 6. The Distribution of Favorite ICT Tools for Speaking Skill As the last language skill, the participants’ opinions on which ICT tools can be used effectively for teaching speaking were asked. The findings are in Graph 6. The distribution of their answers indicated that Goanimate and Voicethread (53% for each) were equally preferred by more than half of the participants. They were followed by Powtoon and Youtube (40%) with the same percentages. The findings showed that
Graph 6. The Distribution of Favorite ICT Tools for Speaking Skill As the last language skill, the participants’ opinions on which ICT tools can be used effectively for teaching speaking were asked. The findings are in Graph 6. The distribution of their answers indicated that Goanimate and Voicethread (53% for each) were equally preferred by more than half of the participants. They were followed by Powtoon and Youtube (40%) with the same percentages. The findings showed that
ICT tools that participants plan to use in their future career In their future career, most of the students plan to use Goanimate (87%) in their language classes. It is followed by Youtube (76) with a high frequency and Prezi (68%). Additionally, the participants envisioned that they will use Powtoon (58%) and Wikipedia (57%) in their classes. Table 3
ICT tools that participants plan to use in their future career In their future career, most of the students plan to use Goanimate (87%) in their language classes. It is followed by Youtube (76) with a high frequency and Prezi (68%). Additionally, the participants envisioned that they will use Powtoon (58%) and Wikipedia (57%) in their classes. Table 3
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PsychologyPerceptionInformation and Communications Technology
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