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ABSTRACT

The learning of Information Communication Technology (ICT) and web tools within

English Language Teaching (ELT) has not been researched as widely as the use of

technology in general education. In addition, the concept of teacher-learner autonomy

has rarely been used in relation to the extent to which language teachers are self-directed

and take responsibility for their own learning in this area. This dissertation uses this

theoretical perspective as well as paradigms which typify an individual’s relationship with

technology. Taxonomy of current practices was first generated through a widely

advertised survey questionnaire, for which 106 responses were received. From this

emerged a picture of the kinds of technology and types of web tools that are currently

being used and why. Findings suggested that self-directed learning was fairly widespread

and that training was not expected by employees. The amount of autonomous behaviour

and responsibility that language teachers take for learning ICT tools was further explored

by a series of 14 interviews with teachers in very different contexts. This included the

perspective of teacher-trainers who painted a slightly different picture of the amount of

training which takes place in institutions. What emerges will be of interest to language

teachers wishing to find out how they compare with others in this area and those possibly

seeking ways to create more autonomy for themselves in the workplace.