Bridging the gap: Turkish English teachers’ experiences with technology-enhanced vocabulary teaching in rural areas
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Abstract
This study investigates technology use in teaching English vocabulary in rural primary and secondary schools in a city within Türkiye’s Black Sea region. Addressing the educational quality and resource gap between rural and urban areas, it focuses on how teachers utilize technology into young learners’ vocabulary teaching. Employing a qualitative case study design, data were collected through semi-structured interviews with three English teachers. The findings were analyzed under Technology Acceptance Model. It was shown that interactive whiteboards and Web 2.0 tools are widely used to support vocabulary learning by providing visual and auditory input, increasing student engagement, and saving instructional time. Teachers generally perceive technology as useful and have positive attitudes toward its integration. However, ease of use is affected by external factors such as poor internet connection, power outages, and students’ age-related needs. Despite these challenges, teachers demonstrate strong motivation and intention to continue using technology in their teaching.
Keywords:
vocabulary instruction rural primary and secondary education technology integration teacher perspectives and practices technology acceptance model (TAM)References
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