Importance and Uses of the InternetĤ.1.1.8.2. Summary of Responses provided to Open-ended Questions of the QuestionnaireĤ.1.1.8.1. Proportion of Variance in Teachers' Use of the Internet Explained by the Independent VariablesĤ.1.1.8. Relationships between Secondary School EFL Teachers' Use of the Internet and Independent VariablesĤ.1.1.7. Secondary School EFL Teachers' Perceptions of the InternetĤ.1.1.6. Level of Expertise of EFL TeachersĤ.1.1.5. Factors Limiting the Use of the InternetĤ.1.1.4. Level of Access of Secondary School EFL Teachers to the Internet and Factors Limiting their Internet AccessĤ.1.1.3. Use of the Internet by Secondary School EFL TeachersĤ.1.1.3. Secondary School EFL Teachers' Personal CharacteristicsĤ.1.1.2. Data Collection and Ethical ConsiderationsĤ.1.1.1. Selected Characteristics of EFL Teachersģ.5. Teachers' Perceptions towards the Internet as a Tool forĢ.2.6.4. Teachers' Perceived Expertise in Internet UseĢ.2.6.3. Teachers' Perceived Access to the InternetĢ.2.6.2. Literature in relation to Variables used in the Current StudyĢ.2.6.1. Previous Studies conducted in Developing CountriesĢ.2.6. Previous Studies conducted in the Middle EastĢ.2.5.3. Previous Studies conducted in AmericaĢ.2.5.2. Literature in relation to the Theoretical FrameworkĢ.2.5.1. Factors Limiting Internet Use among ESL/EFL TeachersĢ.2.5. Computer-Assisted Language LearningĢ.2.4. 1.4.Limitations to the Scope of the Studyġ.5.2.1.Level of Internet Use for Instructional PurposesĬHAPTER TWO: THEORETICAL FRAMEWORK AND LITERATURE REVIEWĢ.1.2 Technological Innovations, Information and UncertaintyĢ.2.3.
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