A Discourse‐Based Approach to CALL Training and Professional Development

Abstract

Phase 1 of this study explores findings from a nationwide survey on computer‐assisted language learning (CALL) that was completed by 409 in‐service teachers of French, German, and Spanish. These results, in turn, informed specific themes that were explored in greater detail during focus group sessions with 22 in‐service K–12 foreign language teachers (Phase 2). The main theme that emerged from the survey and the focus groups was the perceived need (expressed by in‐service teachers) for future teachers to learn how to think about, analyze, and integrate new technologies into a foreign language curriculum without having to depend on tool‐specific training since prospective teachers will use a number of new technologies—many of which have not yet been developed—throughout their career. Consequently, Phase 3 of this study examines a new component of a foreign language pedagogy course in which 18 prospective teachers studied and applied a faceted classification scheme for analyzing and understanding computer‐mediated discourse as a tool‐independent approach to CALL training.

Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

“…Possibly confusing ERLT with well‐planned online teaching, many who encountered great challenges in ERLT developed a negative impression of the effectiveness of online language teaching, sometimes even reinforcing a pre‐ERLT view that online language teaching is a subpar teaching approach imposed by administrators who are only interested in cutting costs or promoted by peer educators who try to evade F2F teaching. This finding aligns with those of previous studies (e.g., Kessler, 2006, 2010; Williams et al., 2014) that have shown that a lack of, or inadequate, professional training contributes to educators’ reluctance to adopt online teaching. Some participants also highlighted the conflicts between online teaching environments and their own teaching philosophy, such as their belief that language learning should take place in person with physical proximity, as uncovered in previous studies (e.g., Kim & Rissell, 2008; Teo et al., 2017; Williams et al, 2014).…”

“…Among all the factors investigated in the study, only threeperceived values, self-confidence, and stress-had significant positive effects on participants' intention to adopt online language teaching in the future, whereas all other ERLT-related factors had indirect effects. While the relationship between perceived values and intention is consistent with findings in previous studies (e.g., Granić & Marangunić, 2019;Hsu, 2016;Kim & Rissel, 2008;Mei et al, 2018;Scherer et al, 2019;Teo et al, 2017;Williams et al, 2014), the direct effects of self-confidence and stress on intention are unique contributions of this study.…”

“…Skepticism about online or blended language teaching is sometimes rooted in a fear that new online classes will displace teachers or force them to “drastically change their more traditional and teacher‐centered classrooms into educational environments that are more student‐centered” (Blake, 2008, p. 83). Teacher education researchers (e.g., Kim & Rissel, 2008; Williams, Abraham, & Bostelmann, 2014) have found that instructors’ language teaching philosophies or beliefs, such as their language teaching approach, and their views on the potential benefits of certain technologies are the essential determining factors in their adoption (or not) of digital technologies in their instruction. Highlighting the potential tensions between world language instructors’ beliefs and their practices when they are required to transition from F2F teaching to online or hybrid teaching, Shelley, Murphy, & White (2013) drew special attention to the need to provide opportunities for individual and collective reflections to address language instructors’ emotional and cognitive needs.…”

Technology and the future of language teaching

“…However, there has long been a reluctance to use technology for language teaching even when teachers have received preparation. Researchers have observed that the preparation that teachers receive is often inadequate, inappropriate, irrelevant, or outdated (Kessler, ; Williams, Abraham, & Bostelmann, ). There have been numerous suggestions for how to address this disconnect, but the challenge persists.…”

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

“…§2.1.5 and §3.1.5) that learners themselves may have unexamined preferences for traditional, transmission-oriented, and teacher-driven language instruction. Williams, Abraham & Bostelmann (2014) found half of the 800 American university students they surveyed did not think social media should be integrated into L2 curricula—future research might explore reasons for this and what implications there are for formal uses.…”