The emotions involved in the integration of ICT into L2 teaching: Emotional challenges faced by L2 teachers and implications for teacher education

Abstract

Although several studies examine students’ emotions with respect to technology in language learning (Attuquayefio and Addo 2014), less is known about teachers’ emotions (Butz et al. 2015). Language teachers generally show positive attitudes toward ICT, with a gap between their use of technology outside and inside school, because of inadequate knowledge, difficulties in maintaining class discipline, or lacking preparation time. Emotionally, most seem happy with ICT, although negative emotions like anxiety, dispiritedness, insecurity, anger, helplessness and sadness may surface. The negative emotions often result from unexpected glitches, student performance, or the technological equipment (Mei-jung 2014). This study analyses the factors associated with Italian primary school teachers’ emotions towards the use of technology in foreign language teaching, according to an adaptation of the UTAUT model of technology acceptance (Venkatesh et al. 2003). A questionnaire (based on Mei-jung 2014) and semi-structured interviews show that 32 Italian primary school English teachers have a positive attitude and feel positive emotions towards technology, although their repertoire of applications is rather limited. Implications are discussed for technology acceptance by trainee teachers and suggestions for future research in this area are also outlined.