EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region

摘要: Educators who teach international students English as a second language (ESL) or English speakers teaching foreign (EFL) in universities non- English speaking countries the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for diverse group of learners. Prompted by educational policy over past two decades, technological infrastructure most throughout world has advanced. Innovative tools learning have been developed computer-assisted instruction. The purpose present study was assess what extent teachers use multimedia EFL/ESL university classrooms relation theoretical underpinnings constructivism well Rogers' (1995) theory diffusion innovations and adopter categories. Further, aimed ascertain factors contribute or discourage teachers' tertiary level classrooms. A mixed- method research design used both quantitative qualitative data were collected. One hundred seventy-nine English-language from five interviewed collected on their multimedia. Complex relationships found among teacher-held cultural values, experience, formal computer professional learning, nationality, institution, region, age, gender, collaboration with colleagues. Results showed that even adequate access hardware, software, technical support made limited classroom. As well, results indicated all three Taiwan classroom less than Australia Thailand. Teachers endorsed constructivist methodologies tended more. Also, fewer ten years experience technology Data integrated usually diminished got older. However, engaged more regardless age. Future directions integration recommendations creating sustaining culture at institutions offered. Suggestions development encourage programs outlined.