Abstract

There is no doubt that instructional media play a role in facilitating language learning. However, the extent to which media are incorporated into a language classroom varies tremendously depending on methodology selected by teachers and teachers’ beliefs about instructional media and their use. The beliefs of university EFL teachers about the use of instructional media in English language teaching remain relatively unexplored. This study aimed to investigate beliefs of university EFL teachers about instructional media and the use of instructional media in English language teaching. For data collection, multiple methods were used including questionnaires, interviews, and classroom observations. Areas where the use of instructional media in an actual classroom was congruent or incongruent with their beliefs were identified and discussed, as well as factors affecting the teachers’ incorporation of media into their classrooms.