Examining the Impact and Cognition of Technology on Preservice Teachers of English in Swaziland

Abstract

This study examined the impact and cognition of technology on preservice teachers of English in Swaziland, where English is taught as a second language (ESL). Colleges and universities in Swaziland embarked on an initiative to equip preservice teachers with technology skills. However, despite that every preservice teacher who graduates from either a university or college must complete a module in technology, it has not been established if preservice teachers perceive technology as useful, and if they are prepared to integrate it into their future teaching experiences. One hundred and thirty-five ESL preservice teachers participated in this study. They completed a 20-item questionnaire that was later analyzed using quantitative methods. Subsequently, follow-up interviews were conducted with 23 participants. Overall, the results revealed that while preservice teachers had positive perceptions of the usefulness of technology in language teaching, they were less likely to integrate technology into their language teaching experiences.