This study explored factors that may influence the attitudes towards information and communication technology (ICT) by Jordanian teachers of English as a foreign language (EFL). This study replicated research with extension by Albirini (2004), who explored attitudes ICT among teachers of EFL in Syria. This study’s focus was ICT use among EFL teachers in Jordan. The Diffusion of Innovations (Rogers, 1995), and the theoretical relationship between attitudes and behavior posed by the Theory of Reasoned Action (Ajzen & Fishbein, 1980) served as a theoretical framework. A multi-sections survey in Arabic language was administered to the EFL teachers in the first and second districts of the capital city of Jordan, Amman for the scholastic year 2005-2006. A random sample of 363 was utilized. The data was analyzed using both descriptive and inferential statistics.
The study showed that Jordanian EFL teachers have positive attitudes towards ICT. Jordanian EFL teachers’ perceptions of ICT perceptions from highest to lowest in mean scores were: observability, relative advantage, complexity, and compatibility. Jordanian EFL teachers have moderate positive cultural perceptions of ICT. Jordanian EFL teachers have a moderate computer competence and have a high access to ICT. Also, Jordanian EFL teachers’ access to ICT was higher than Syrian EFL teachers. However, the location of access was different: in Jordan, school was the place where most Jordanian EFL teachers have access while home was the place that most Syrian EFL used.
It was also found that Age and teaching experience had a negative correlation with attitudes, whereas qualification had a positive correlation with attitudes. There was a weak positive correlation between training and attitudes. Type of training, obtaining an ICDL Certificate, and length of training were explored. Gender, teaching methods, and Grade level were found not significantly correlated with attitudes towards ICT. 64% of the total variance in Jordanian EFL teachers’ attitudes towards ICT was explained by the four main independent variables of the study: attributes cultural perceptions, competence, and access. More studies are needed to add to EFL instruction and ICT integration in the Arab region. Future qualitative studies are needed to provide deeper insight.
