COMPARISON OF THE PERCEPTIONS OF ENTRY-LEVEL AND EXPERIENCED PRIMARY SCHOOL ENGLISH TEACHERS ABOUT THE USE OF EXTRAMURAL ENGLISH ACTIVITIES IN VOCABULARY TEACHING

Abstract

This study compares the perceptions of primary English teachers about the use of Extramural English Activities (EEA) in teaching vocabulary, based on teaching seniority and contextual factors. The survey sample consisted of 90 teachers, divided into three seniority groups (< 5 years, 5-10 years, > 10 years). The research tool is a Likert questionnaire with four scales: Perceived Usefulness (PU), Tech Self-Efficacy (TSE), Perceived Barriers (PB) and Institutional Support (IS). The data were analysed using Cronbach's Alpha, descriptive statistics, ANOVA and linear regression. The results showed that perceptions differed significantly by seniority: entry-level teachers rated PU and TSE more highly, while veteran teachers were more cautious. PB was identified to have a negative and meaningful impact on both PU and TSE, while IS has not shown a significant impact. The study affirms the central role of teaching seniority  in the framework of teacher cognition (Borg, 2003) and UTAUT theory (Venkatesh et al., 2003). The practical implications emphasise the need for technology training for veteran teachers, building vocational learning communities and redesigning support policies at the school level.