Pedagogical Research

• Adams, K. (2005). The sources of innovation and creativity. National Center on Education and the Economy (NJ1).
• Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.920317
• Alabadi, N. (2019). Evaluation of the use of ICT to support students' learning and communication in a Saudi Arabian higher education institution: conflicts, contrasts and tensions in lecturers' perspectives [Doctoral dissertation, University of Hull].
• Alghazo, S. (2020). Computer technology in pronunciation instruction: Use and perceptions. Speak Out, 63, 7-21.
• Al-Madani, F. M., & Allafiajiy, I. A. (2014). Teachers’ professional development on ICT use: A Saudi sustainable development model. Journal of Modern Education Review, 4(6), 448-456. https://doi.org/10.15341/jmer(2155-7993)/06.04.2014/006
• Al-Mamary, Y. H. S. (2020). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1). Portico. https://doi.org/10.1002/pa.2330
• Almerich, G., Gargallo-Jaquotot, P., & Suárez-Rodríguez, J. (2024). ICT integration by teachers: A basic model of ICT use, pedagogical beliefs, and personal and contextual factors. Teaching and Teacher Education, 145, Article 104617. https://doi.org/10.1016/j.tate.2024.104617
• Alswilem, D. A. A. M. (2019). Saudi english teachers' use of technology in secondary classrooms: Perceptions, barriers, and suggestions for improvement. Advances in Language and Literary Studies, 10(6), 168-178. https://doi.org/10.7575/aiac.alls.v.10n.6p.168
• Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150. https://doi.org/10.1016/j.tate.2018.03.020
• Al-Zoubi, S. (2019). The speech sounds of Arabic language and their effect on learning English pronunciation: A contrastive analysis. International Journal of Humanities and Social Science, 9(1), 15-27. https://doi.org/10.30845/ijhss.v9n1p2
• Ansari, S., & Waheed, A. (2024). Investigating the barriers to sustainable higher education in the post pandemic environment. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12728-6
• Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
• Birch, D., & Burnett, B. (2009). Bringing academics on board: Encouraging institutionwide diffusion of eLearning environments. Australasian Journal of Educational Technology, 25(1), 117-134. https://doi.org/10.14742/ajet.1184
• Bordbar, F. (2010). English teachers’ attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 27-54.
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
• British Educational Communications and Technology Agency (BECTA) (2004). A review of the research literature on barriers to the uptake of ICT by teachers. http://www.becta.org.uk
• Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators. European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
• Das, K. (2019). The role and impact of ICT in improving the quality of education: An overview. International Journal of Innovative Studies in Sociology and Humanities, 4(6), 97-103. https://doi.org/10.48175/ijarsct-7428
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
• Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. Handbook of Theories of Social Psychology, 1, 416-437. https://doi.org/10.4135/9781446249215.n21
• Dragon, K., Peacock, K., Norton, Y., Steinhauer, E., Snart, F., Carbonaro, M., & Boechler, P. (2012). Digital opportunities within the aboriginal teacher education program: A study of preservice teachers' attitudes and proficiency in technology integration. Alberta Journal of Educational Research, 58(2), 263-285. https://doi.org/10.55016/ojs/ajer.v58i2.55591
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/bf02504683
• Frost, L., MacLeod, K., & Laronde, G. (2017). Challenges in providing information and communication technology (ICT) education in aboriginal Canadian schools. International Journal of Digital Society, 8(1), 1251-1259. https://doi.org/10.20533/ijds.2040.2570.2017.0154
• Galanouli, D., & McNair, V. (2001). Students' perceptions of ICT‐related support in teaching placements. Journal of Computer Assisted Learning, 17(4), 396-408. https://doi.org/10.1046/j.0266-4909.2001.00196.x
• George, A. S., George, A. H., & Baskar, T. (2023). The death of analog: Assessing the Impacts of ubiquitous mobile technology. Partners Universal Innovative Research Publication, 1(2), 15-33.
• Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ijres.23596
• Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Journal of Educational Technology & Society, 12(1), 193-204.
• Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
• Hammack, R., & Ivey, T. (2019). Elementary teachers' perceptions of k-5 engineering education and perceived barriers to implementation. Journal of Engineering Education, 108(4), 503-522. https://doi.org/10.1002/jee.20289
• Hsu, L., & Chen, Y. J. (2019). Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy. South African Journal of Education, 39(Supplement2), Article 1572. https://doi.org/10.15700/saje.v39ns2a1572
• Hubbard, P., & Levy, M. (Eds.) (2006). Teacher education in CALL. John Benjamins.
• John, P. (2005). The sacred and the profane: Subject sub-culture, pedagogical practice and teachers' perceptions of the classroom uses of ICT. Educational Review, 57(4), 471-490. https://doi.org/10.1080/00131910500279577
• Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Factors affecting teachers’ continuation of technology use in teaching. Education and Information Technologies, 21(6), 1535-1554. https://doi.org/10.1007/s10639-015-9398-0
• Karunakaran, S., & Dhanawardana, R. (2023). Integration of ICT in the teaching-learning process: Challenges and issues faced by social science teachers. European Journal of Education and Pedagogy, 4(4), 24-30. https://doi.org/10.24018/ejedu.2023.4.4.696
• Kennedy, G. M. (2023). Challenges of ICT integration in teachers’ education: A case study of the college of education, University of Liberia. International Journal of Social Science and Education Research Studies, 3(5), 860-870. https://doi.org/10.55677/ijssers/v03i5y2023-15
• Klein, C., Lester, J., Rangwala, H., & Johri, A. (2019). Technological barriers and incentives to learning analytics adoption in higher education: Insights from users. Journal of Computing in Higher Education, 31(3), 604-625. https://doi.org/10.1007/s12528-019-09210-5
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105. https://doi.org/10.1080/09523987.2018.1439712
• Livingston, K., & Flores, M. A. (2017). Trends in teacher education: A review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), 551–560. https://doi.org/10.1080/02619768.2017.1387970
• Looi, C. K., Sun, D., & Xie, W. (2015). Exploring students’ progression in an inquiry science curriculum enabled by mobile learning. IEEE Transactions on Learning Technologies, 8(1), 43–54. https://doi.org/10.1109/tlt.2014.2376968
• Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European Journal of Teacher Education, 40(4), 487-504. https://doi.org/10.1080/02619768.2017.1342241
• Martens, M., Hajibayova, L., Campana, K., Rinnert, G. C., Caniglia, J., Bakori, I. G., Kamiyama, T., Mohammed, L. A., Mupinga, D. M., & Oh, O. J. (2020). “Being on the wrong side of the digital divide”: Seeking technological interventions for education in Northeast Nigeria. Aslib Journal of Information Management, 72(6), 963-978. https://doi.org/10.1108/ajim-05-2020-0172
• McGee, P., & Diaz, V. (2007). Wikis and podcasts and blogs, oh my! What is a faculty member supposed to do? Educause Review, 4(5), 28-41.
• Muhametjanova, G., & Cagiltay, K. (2016). Integrating technology into instruction at a public university in Kyrgyzstan: Barriers and enablers. Eurasia Journal of Mathematics, Science and Technology Education, 12(10), 2657-2670. https://doi.org/10.12973/eurasia.2016.1287a
• Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9(3), 319-342. https://doi.org/10.1080/14759390000200096
• Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2021). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107-136. https://doi.org/10.1093/wbro/lkab006
• Racheva, V., & Peytcheva-Forsyth, R. (2024). Navigating the future: Exploring synchronous hybrid learning in higher education post-covid. In INTED2024 Proceedings (pp. 6335-6345). https://doi.org/10.21125/inted.2024.1661
• Rahimi, M., & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers' characteristics. World Journal of English Language, 1(2), Article 17. https://doi.org/10.5430/wjel.v1n2p17
• Rani, A., & Kant, K. (2016). Integrating ICT in teacher education: A step towards quality education. Scholarly Research Journal for Humanity Science and English Language, 3(14), 3328-3335.
• Siregar, R. A., Purnawarman, P., Damayanti, I. L., & Raja, F. D. (2024). The lonely journey of EFL pre-service teachers in remote areas: Readiness and challenges in integrating ICT in teaching. Teaching English with Technology, 2024(1). https://doi.org/10.56297/fsyb3031/wwcs6171
• Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic model of integration of ICT by teachers: Competence and use. Educational Technology Research and Development, 66(5), 1165-1187. https://doi.org/10.1007/s11423-018-9591-0
• Williams-Miller, G. (2020). The use of information and communication technology (ICT) by preschool and kindergarten educators. https://source.sheridancollege.ca/cgi/viewcontent.cgi?article=1005&context=fahcs_student_capstones_hbecl
• Windfont, C. M. (2024). Secondary special education teachers’ perception of technology integration and its use in classroom instructions [Doctoral dissertation, Walden University].
• Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context? Australasian Journal of Educational Technology, 37(4), 116-129. https://doi.org/10.14742/ajet.6592

APA

Almithqal, E. A., & John, T. (2024). Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education. Pedagogical Research, 9(4), em0220. https://doi.org/10.29333/pr/15028

Vancouver

Almithqal EA, John T. Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education. PEDAGOGICAL RES. 2024;9(4):em0220. https://doi.org/10.29333/pr/15028

AMA

Almithqal EA, John T. Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education. PEDAGOGICAL RES. 2024;9(4), em0220. https://doi.org/10.29333/pr/15028

Chicago

Almithqal, Eyad A., and Tomasz John. "Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education". Pedagogical Research 2024 9 no. 4 (2024): em0220. https://doi.org/10.29333/pr/15028

Harvard

Almithqal, E. A., and John, T. (2024). Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education. Pedagogical Research, 9(4), em0220. https://doi.org/10.29333/pr/15028

MLA

Almithqal, Eyad A. et al. "Exploring barriers and facilitators of ICT in English pronunciation instruction: Perspectives from Jordanian tertiary education". Pedagogical Research, vol. 9, no. 4, 2024, em0220. https://doi.org/10.29333/pr/15028