| This research surveyed college-level English-as-a-Second instructors to define the nature of second language teacher belief systems towards computer-mediated language learning. Focus group interviews and questionnaires revealed two principal factors influencing belief systems: affect and the perceived utility of computers in second language education. A theoretical framework defining belief systems and the demographic, contextual and experiential constructs directing belief systems and consequent actions using computer technology is outlined. The majority of participants reported having used computer technology in their practices, and demonstrated positive attitudes towards computers in ESL instruction. The regular use of computers was found to positively influence both teachers' attitudes and perceptions that computer technology is an effective teaching tool. Teachers with 10 to 20 years of teaching experience most positively perceived computers as valuable resources in ESL instruction. Gender, age, education level, college affiliation and computer training did not significantly influence teacher belief systems towards computer-mediated language learning. |
