TEACHERS’ ATTITUDES TOWARD USING ONLINE INSTRUCTIONAL MEDIA TO ENHANCE ENGLISH LANGUAGE LEARNING IN THE CLASSROOM
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Abstract
This study investigated primary school English teachers’ attitudes toward using online instructional media to enhance English skills. The focus was on three attitude components: cognitive, affective, and behavioral. The sample included 103 teachers selected randomly from 137 under Chachoengsao Primary Educational Service Area Office 1. Research tools were a personal information checklist, a 17-item Likert scale questionnaire on attitudes, and a multiple-choice item on future use of online media. Data were analyzed using means and standard deviations. The results showed teachers had a very high overall attitude toward online media (M = 4.29). The affective component scored highest (M = 4.66), followed by behavioral (M = 4.47) and cognitive (M = 4.15). Teachers agreed online media motivate students and support English learning in the digital era. Challenges included time needed for preparation, technology access, and increased workload. Findings can inform instructional planning, teacher training, and development of suitable online materials for primary education.
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