THE EFFECTS OF ENGLISH LANGUAGE TEACHING ENRICHED WITH DIGITAL APPLICATIONS ON TEACHER COGNITION AND STUDENT BELIEFS

The purpose of this study was to determine whether English language teaching enriched with digital applications had an impact on teacher cognition and student belief. 49 English teachers working at the K12 level at a private school's campuses in 35 different cities and 214 students of these teachers participated in this research. With this diversity, it was aimed to increase the representative power of the sample. In order to determine teachers’ cognition and student beliefs towards English Language Teaching, an online questionnaire on English Language Teaching enriched with digital applications was administered to both teachers and students. Following the in-service training on English language education enriched with digital applications, teachers implemented the in-class practices with their students, and the questionnaire was administered again. It was investigated whether this process created a change in teachers’ cognition and student beliefs or not. When the pre- and post-surveys were compared, the results showed that in-service training had a positive impact on teachers' cognitions and students' beliefs. Besides, the parallel rise in teacher and student results emphasized the cyclical effect of teacher cognition on classroom practices and student beliefs. This study contributes to English Language Teaching (ELT) field by investigating the effects of English Language Teaching enriched with digital applications at the K-12 level on teacher cognition and student beliefs, as well as providing the opportunity to observe the lessons using the trilogy method fed from three different perspectives: teacher, student, and observer.