An Investigation into the Perceptions of Japanese University Educators on the Use of ICT in an EFL Tertiary Setting

Abstract

Promotion of the use of Information and Communications Technology (ICT) in Japanese education by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) has continued over the last two decades with national strategies such as e-Japan Strategy, New IT Reform Strategy, and e-Japan strategy 2015. However, a cursory browse through reports from organizations such as the Organisation for Economic Co-operation and Development (OECD) reveals that Japan still lags behind other countries in the uptake of ICT in education. Why is this? Is it in some way due to a lack of interest from teachers? This study sought to determine what role university educators saw for ICT, as well as the factors influencing the use of ICT in university EFL classrooms. Educator perceptions were investigated through the qualitative method of four separate semi- structured interviews, which provided data that was then coded for analysis purposes. Educators noted the potential of technology to promote independent learning and student engagement. Factors such as leadership support, improved ICT infrastructure, and the educator’s own desire to use ICT were seen as influencing the use of ICT. Teachers’ beliefs, traditional teaching methods, and cultural issues were identified as barriers to ICT integration in classrooms. The need for ICT training, especially pedagogical, also emerged.