Abstract:
This study aims to investigate and identify the prospective role of computer access at University, Information and Communication Technology (ICT) expertise and related computer qualifications in the development of pre-service teachers’ self-efficacy. It also aimed to examine ICT self –efficacy levels among Sudanese EFL pre-service teachers and to what extent can this affect the adoption of suitable instructional principles in the classroom. The study adopted a descriptive methodology which combined both qualitative and quantitative analysis. Two instruments were used for data collection which were a questionnaire for (50) pre-services teachers and an interview for (7) in-service teachers. Responses were analyzed using a statistical package for social science (SPSS). The social cognitive theory was used as a framework to measure the self-efficacy levels. Some of the most important results revealed that, although a limited number of the EFL pre-service teachers have access to computers at University, it is confirmed that almost all EFL pre-service teachers trust their ability to effectively implement and integrate the wide range capabilities of ICT into their current learning approaches and future classrooms contexts. Furthermore, EFL pre-service teachers exhibited higher ICT self-efficacy levels. The study also offered some recommendations the most important of which is for the Ministry of Higher Education to sponsor ICT training courses, workshops and seminars to motivate and encourage teachers to utilize ICT for educational purposes. Moreover, Universities, Colleges and teacher training Institutes should take positive steps in equipping pre-service teachers with ICT knowledge and skills required. Moreover the study gave suggestions for further research in the same area.
