A Survey-Based Study on the Attitudes of Future English Teachers Towards Video Conferencing in Hybrid Learning

Abstract

This research aims to examine the attitudes of future English teachers towards the use of video conferencing platforms in hybrid learning environments. Building upon the comprehensive attitude framework proposed by Garrett et al. (2003, p.3), which encompasses cognitive, affective, and behavioral components, we employ a quantitative research design with a survey approach. The study collects data through online questionnaires, and descriptive statistics are used for data analysis. The findings and subsequent discussion shed light on the pedagogical advantages of video conferencing tools, including popular platforms such as Google Meet and Zoom Meeting, in facilitating learning activities. The utilization of video conferencing platforms has positive impacts on the cognitive and affective attitudes of future English teachers, enriching their overall learning experience. However, it is essential to acknowledge that the behavioral attitudes of prospective English teachers exhibit a range of habits, which can both positively and negatively influence the online learning process. Finally, this study highlights the potential for future English teachers to enhance their learning process by actively engaging with their attitudes and negotiating them to shape their identities as professional educators.