THE IMPACT OF TECHNOSTRESS ON EFL TEACHERS: A STUDY OF FACTORS, EFFECTS, AND COPING STRATEGIES

Afif Ikhwanul Muslimin

Abstract


This research study aimed to investigate the impact of technostress on English as a Foreign Language (EFL) teachers which specifically focused on the factors that contribute to technostress, the effects on teacher well-being and classroom practice, and the coping strategies employed by EFL teachers, as well as knowing those variables' relationships. Hence, it applied a mixed-methods approach by collecting quantitative through an online survey and qualitative data by doing interviews. The participants were 34 Indonesia EFL teachers who ranged in various educational levels. The survey and interview collected demographic information and questions correlated to this research variable. The findings explained that the lack of a technology-based TPD program and the rapid development of technology increased EFL teachers' anxiety and severely impacted their teaching performance. Nonetheless, the EFL teachers' drive to discover solutions led them to employ all coping mechanisms that may have assisted them in reducing technostress. Then, the positive correlations did not appear in all these research variables since the coping strategies showed no correlations to the technostress triggering factors and effects. This study is significant because it acknowledges the increasing use of technology in EFL teaching and the potential negative impact of technostress on teacher well-being and classroom practice.

 

Keywords: Coping strategy, EFL teachers, technostress factors, technostress effect, technology


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References


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