You are here:

Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education ARTICLE

, Yıldız Technical University, Turkey

Journal of Technology and Teacher Education Volume 23, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA


With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments


Basal, A. (2015). Perceptions of Pre-service English Teachers towards the Integration of an LMS into English Language Teacher Education. Journal of Technology and Teacher Education, 23(4), 485-507. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 18, 2018 from .


View References & Citations Map


  1. Al-Busaidi, K.A. (2012). Learners’ perspective on critical factors to lms success in blended learning: An empirical investigation. Communications of the Association for Information Systems, 30(1), 11–34. Retrieved from Basioudis, I., De lange, P., suwardy, T., & Wells, P. (2006). Accounting students’ perceptions of a learning management system: An international comparison. Paper presented at the Accounting& Finance Association of Australia and New Zealand (AAFAANZ) Conference, Wellington, New Zea DASHDASH
  2. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). London, UK: sage. Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Pearson. Egbert, J., Paulus, T.M., & Nakamichi, Y. (2002). The impact of CAll instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning& Technology, 6(3), 108–26.
  3. Fischer, R. (2012). Diversity in learner usage patterns. In G. Stockwell (ed.), Computer-assisted language learning: Diversity in research and practice (pp. 14–32). Cambridge, UK: Cambridge University Press.
  4. Gülbahar, Y. (2008). ICt usage in higher education: A case study on preservice teachers and instructions. Turkish Online Journal of Educational Technology, 7(1), 32–36.
  5. Kessler, G. (2006). Assessing CAll teacher training: What are we doing and what could we do better? In P. Hubbard, & M. Levy (eds.), Teacher education in CALL (pp. 35–42). Amsterdam, the Netherlands: John Benjamins.
  6. Krippendorf, K. (1980). Content analysis: An introduction to its methodologies. London, UK: sage. Lim, C.P., & Chan, B.C. (2007). Micro lessons in teacher education: examining pre-service teachers’ pedagogical beliefs. Computers and Education, 48(3), 474–494. Doi:10.1016/J.compedu.2005.03.005lonn, S., & Teasley, S.D. (2009). Saving time or innovating practice: Investigating perceptions and uses of learning management systems. Computers& Education, 53(3), 686–694. Doi:10.1016/J.compedu.2009.04.008mayo,N.B.,Kajs,L.T., & Tanguma, J. (2005). Longitudinal study of technology training to prepare future teachers. Educational Research Quarterly, 29(1), 3–15.
  7. Neumeier, P. (2005). A closer look at blended learning: Parameters for designing a blended learning environment for language teaching and learning. ReCALL 17(2), 163–178. Doi:10.1017/s0958344005000224Osguthorpe,R.T., & Graham, C.R. (2003). Blended learning environments, definitions and directions. The Quarterly Review of Distance Education, 4(3), 227–233.
  8. Weber, R.P. (1990). Basic content analysis (2nd ed.). Newbury Park, CA: sage. Willis, E.M. & Raines, P. (2001). Technology in secondary teacher education: Integration, implications and ethics for the changing roles of teachers. T.H.E. Journal, 29(2), 54–64.
  9. Wang, Q. (2007). The national curriculum changes and their effects on english language teaching in the People’s Republic of China. In International handbook of English language teaching (pp. 87-105). Springer Us.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. A Systematic Review of Factors Influencing Technology Use by Pre-service and Novice Teachers

    Manjari Banerjee, Zhihong Xu, Luchen Jiang & Hersh Waxman, Texas A&M University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 89–94

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact