INTEGRATING TECHNOLOGY IN PREPARATORY STUDENTS' WRITING IN THE SCHOOLS OF QATAR: EFL TEACHERS' KNOWLEDGE, PRACTICES AND CHALLENGES

Abstract

Competency in English writing skills is essential for academic and professional success. However, learning to write entails explicit and intensive instruction particularly in the EFL context. In view of the recent technology development, it is essential to reconsider how writing is delivered and how teachers are prepared for technology integration. To that end, this mixed-method study aimed at investigating teachers' knowledge, practices, and challenges of technology integration in teaching writing to EFL students in public schools in Qatar. Quantitative data were collected from 182 teachers who completed a web-based questionnaire, while qualitative data were collected through 10 semi-structured interviews. Findings revealed that EFL teachers assumed a high level of knowledge in all TPACK (Technological Pedagogical and Content Knowledge) constructs; however, teachers barely apply this knowledge to improve students writing skills. Several challenges documented in this study contribute to this deficiency in using technology in teaching writing mainly, the absence of professional development, lack of time and teachers' beliefs toward integrating technology. The results also showed statistically significant differences in relevance to gender, years of experience, and the received professional development. Finally, the study extends several recommendations to educators and policymakers for the purpose of improving teachers' skills in integrating technology in writing instructions.