Teachers' beliefs and classroom practices on the use of video in English language teaching

Budi Waluyo, Aisah Apridayani


In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.


English language teaching; teachers' beliefs; teaching practice; video

Full Text:



Aguirre, J., & Speer, N. M. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18(3), 327-356. https://doi.org/10.1016/S0732-3123(99)00034-6

Albion, P. R., & Ertmer, P. A. (2002). Beyond foundations: The role of vision and belief in teachers’ preparation for integration of technology. TechTrends, 46(5), 34-38. https://doi.org/10.1007/BF02818306

Alexander, P., Chabot, K., Cox, M., DeVoss, D.N., Gerber, B., Perryman-Clark, S., Platt, J., Sackey, D. J. and Wendt, M. (2012). Teaching with technology: Remediating the teaching philosophy statement. Computers and Composition, 29(1), 23-38. https://doi.org/10.1016/j.compcom.2011.12.002

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903

Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garret & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75-91). Routledge.

Budiman, A. (2018). EFL teacher’s belief and practice on integrating information and communication technology (ICT) in the classroom. Asian EFL Journal, 20(4), 7-22.

Christ, T., Arya, P., & Chiu, M. M. (2017). Video use in teacher education: An international survey of practices. Teaching and Teacher Education, 63(4), 22-35. https://doi.org/10.1016/j.tate.2016.12.005

Clark, C. M. (1988). Asking the right questions about teacher preparation: Contributions of research on teacher thinking. Educational Researcher, 17(2), 5-12. https://doi.org/10.3102/0013189X017002005

Coombes, H. (2001). Research using IT. Palgrave.

Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.

Davis, M. M., Konopak, B. C., & Keadence, J. E. (1993). An investigation of two chapter I teachers’ beliefs about reading and instructional practices. Reading Research and Instruction, 33(2), 105-118. https://doi.org/10.1080/19388079309558148

Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 3(3), 221-239. https://doi.org/10.1080/08886504.1999.10782252

Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20-39. https://doi.org/10.1080/21532974.2018.1537816

Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings, and directions. Educational Policy, 2(1), 51-70. https://doi.org/10.1177/0895904888002001004

Ernest, P. (1989). The knowledge, beliefs and attitudes of the Mathematics teacher: A model. Journal of Education for Teaching: International Research and Pedagogy, 15(1), 13-33. https://doi.org/10.1080/0260747890150102

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 4(53), 25-39. https://doi.org/10.1007/BF02504683

Ertmer, P., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teachers’ beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001

Ertmer, P., Ross, E., & Gopalakrishnan, S. (2000). Technology-using teachers: How powerful visions and student-centered beliefs fuel exemplary practice. In D. A. Willis, J. Price, & J. Willis (Eds.), Society for Information Technology & Teacher Education International Conference (pp. 1519-1524). Association for the Advancement of Computing in Education (AACE).

Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47-65. https://doi.org/10.1080/0013188960380104

Farrell, T. S. (2016). Anniversary article: The practices of encouraging TESOL teachers to engage in reflective practice: An appraisal of recent research contributions. Language Teaching Research, 20(2), 223-247. https://doi.org/10.1177/1362168815617335

Fauzi, A., Damayanti, D., & Ilahi, T. (2017). A teacher’s beliefs on the integration of video technology in teaching speaking: A case study. International Journal of Pedagogy and Teacher Education, 1(1), 46-54. https://doi.org/10.20961/ijpte.v1i1.4914

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). McGraw-Hill Education.

Gillespy, G. R. (2020). Teacher self-perceptions of skills and beliefs using technology in classroom practice [Unpublished doctoral dissertation]. Boise State University.

Goldstein, B. (2017). A history of video in ELT. In K. Donaghy & D. Xerri (Eds.), The image in English language teaching (pp. 23-31). Gutenberg Press.

Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of pre-service teachers’ professional perspectives. Teaching & Teacher Education, 4(2), 121-137. https://doi.org/10.1016/0742-051X(88)90013-3

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(4), 381-391. https://doi.org/10.1080/135406002100000512

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18. https://doi.org/10.1080/14790718.2015.1041960

Hill, B. (1999). Video in language learning. The Centre for Information on Language Teaching and Research.

Hol, D., & Aydın, I. (2020). Is technology in our classrooms? EFL teachers’ beliefs and engagement with technology in the classroom. Journal of Educational Issues, 6(2), 38-58. https://doi.org/10.5296/jei.v6i2.17326

Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21-28. https://doi.org/10.1080/17459430701617879

Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 2(16), 137-162. https://doi.org/10.1111/j.1473-4192.2006.00111.x

Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-107. https://doi.org/10.1080/10862969209547763

Jones, S. J. (2017). Technology in the Montessori classroom: Teachers’ beliefs and technology use. Journal of Montessori Research, 3(1), 16-29. https://doi.org/10.17161/jomr.v3i1.6458

Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education, 14(3), 581-597.

Kagan, D. M. (1992). Implication of research on teacher belief. Educational Psychologist, 27(1), 65-90. https://doi.org/10.1207/s15326985ep2701_6

Kane, R., Sandretto, S. & Heath, C. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 2(72), 177-228. https://doi.org/10.3102/00346543072002177

Karamifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J., Ernest, P., Stickler, U. and Hampel, R. (2019). Language teachers and their trajectories across technology-enhanced language teaching: Needs and beliefs of ESL/EFL teachers. TESL Canada Journal, 36(3), 55-81. https://doi.org/10.18806/tesl.v36i3.1321

Kartchava, E., Gatbonton, E., Ammar, A., & Trofimovich, P. (2020). Oral corrective feedback: Pre-service English as a second language teachers’ beliefs and practices. Language Teaching Research, 24(2), 220-249. https://doi.org/10.1177/1362168818787546

Kazemi, A., & Narafshan, M. H. (2014). Technology and English language teaching (ELT). Advances in Language and Literary Studies, 5(6), 60-67.

Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29(1), 76-85. https://doi.org/10.1016/j.tate.2012.08.005

Kinzer, C. K. (1988). Instructional frameworks and instructional choices: Comparisons between pre-service and in-service teachers. Journal of Reading Behavior, 10(4), 357-377. https://doi.org/10.1080/10862968809547651

Leem, J., & Sung, E. (2019). Teachers’ beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. British Journal of Educational Technology, 50(2), 601-613. https://doi.org/10.1111/bjet.12612

Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45(8), 46-60. https://doi.org/10.1016/j.jslw.2019.05.004

Munby, H. (1984). A qualitative approach to the study of a teacher’s beliefs. Journal of Research in Science Teaching, 21(1), 27-38. https://doi.org/10.1002/tea.3660210104

Nayar, B. P. (1997). ESL/EFL Dichotomy today: Language politics or pragmatics? TESOL Quarterly, 1(31), 9-37. https://doi.org/10.2307/3587973

Nugroho, A., & Mutiaraningrum, I. (2020). EFL teachers’ beliefs and practices about digital learning of English. EduLite: Journal of English Education, Literature and Culture, 5(2), 304-321. http://dx.doi.org/10.30659/e.5.2.304-321

O’Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers’ beliefs about the role of technology in 21st-century teaching and learning. Computers in the Schools, 34(3), 192-206. https://doi.org/10.1080/07380569.2017.1347443

Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335. https://doi.org/10.1016/j.compedu.2010.06.002

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307

Palak, D. & Walls, R. T. (2009). Teachers’ beliefs and technology practices: A mixed-methods approach. Journal of Research on Technology in Education, 41(4), 417–441. https://doi.org/10.1080/15391523.2009.10782537

Park, J. Y. (2013). All the ways of reading literature: Preservice English teachers’ perspectives on disciplinary literacy. English Education, 45(4), 361-384.

Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58(1), 449-458. https://doi.org/10.1016/j.compedu.2011.08.028

Readence, J. E., Konopak, B. C. & Wilson, E. K. (1991). An examination of content teachers’ beliefs and instructional choices and their actual planning and practices [Paper presentation]. Annual Meeting of National Reading Conference, California, U.S.

Richardson, V., Anders, P., Tidwell, D., & Lloyd, C. (1991). The relationship between teachers’ beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28(3), 559-586. https://doi.org/10.3102/00028312028003559

Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14(-), 161-178.

Sawers, K. M., Wicks, D., Mvududu, N., Seeley, L., & Copeland, R. (2016). What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy? Journal of Learning Spaces, 5(2), 26-38.

Stake, R. E. (2006). Multiple case study analysis. The Guilford Press.

Stuart, C. & Thurlow, D. (2000). Making it their own: Preservice teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121. https://doi.org/10.1177/002248710005100205

Tarnopolsky, O. (2000). EFL Teaching and EFL Teachers in the Global Expansion of English. Working Papers in Educational Linguistics, 16(2), 25-42.

Thurm, D. (2018). Teacher beliefs and practice when teaching with technology: A latent profile analysis. In L. Ball, P. Drijvers, S. Ladel, H. Siller, M. Tabach, & C. Vale (Eds.), Uses of technology in primary and secondary mathematics education (pp. 409-419). Springer.

Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14(3-4), 305-319. https://doi.org/10.1076/call.14.3.305.5796

Waluyo, B. (2020). Learning outcomes of a general English course implementing multiple e-learning technologies and active learning concepts. Journal of Asia TEFL, 17(1), 160-181. https://doi.org/10.18823/asiatefl.2020.

DOI: https://doi.org/10.24815/siele.v8i2.19214


  • There are currently no refbacks.

Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.