The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables
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This study investigated the utilization of literature and innovative technologies in language teaching among EFL teachers working in secondary and high schools, taking into account various variables. The research involved 154 English teachers who worked in both private and public secondary and high schools in southeastern Türkiye. A mixed research methodology was employed, using a 40-item Likert scale and a questionnaire consisting of open-ended and closed-ended questions to gather quantitative data. Additionally, semi-structured interviews were conducted with 15 teachers who volunteered to participate, offering a more comprehensive exploration of the topic. The quantitative data were analyzed using SPSS, and inductive thematic analysis was applied for the qualitative data. The results indicated that English teachers acknowledged the potential of literature usage in language teaching. However, the integration of literature within their classrooms varied significantly based on factors such as gender, age, and reading habits. The study also examined the adoption of innovative technological resources like digital storytelling tools and blogs in EFL classrooms. The findings revealed that English teachers held positive attitudes towards employing such technologies in language teaching. They believed that these materials could effectively enhance students' language skills, creativity, and motivation. Nevertheless, they identified specific challenges that hindered the incorporation of these materials in the language classroom, including limited school facilities, students' language proficiency levels, curriculum constraints, and time limitations.
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