Exploring the Algerian English pre-service Teachers' Attitudes towards Computer-based Teaching in Implicit Grammar Instruction

Abstract

This study aimed at exploring pre-service teachers’ attitudes towards computer-based teaching in implicit grammar instruction. It provided a general overview of the teachers’ readiness of using technology in teaching English components in general and grammar pedagogy in particular. Moreover, it intended to assess 4 factors mentioned in previous literature (time limitation, lack of training and competence, teachers’ beliefs and confidence) that might influence our teachers’ attitudes towards the use technology in their classrooms. Using a survey questionnaire, 36 pre-service teachers responded to the questions of the instruments. The study relies on a questionnaire as the main data collection instrument The questionnaire was administered to a sample of pre-service English language teachers at University of Ghardaia. In this study, the participants did not show lack of confidence and readiness as they did not reveal their requirement for adequate training and competencies.  Unexpectedly, findings showed other factors that might hinder teachers from exploiting technology in teaching grammar in their own classes. Recommendations for policy makers and teachers are discussed in this article.