Blending Literature and Foreign Language Learning: Current Approaches

Piasecka, Liliana

doi:10.1007/978-3-319-00044-2_15

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…Technology has become increasingly important in teaching English as a Foreign Language (EFL) as it offers students a variety of language inputs, improves student motivation, and provides students with authentic language learning contexts (Nim Park & Son, 2009; Strickland & O’Brien, 2013). The growing affordances of computer technology also support EFL teaching and learning by providing multimedia resources, meaningful activities, and language practice, allowing learners to authentically develop and integrate their listening, speaking, reading, and writing skills (Kulavuz-Onal, 2018).…”

Section: Educational Technology In the New Eramentioning

confidence: 99%

In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study

Wang（王瑾妍）

2023

ECNU Review of Education

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Purpose This study investigates university in-service English as a Foreign Language (EFL) teachers’ perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. Design/Approach/Methods This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers’ perceptions of effective technology integration and the challenges they encountered. Findings This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that influence in-service teachers’ technology integration. Additional factors are (3) subjective norm, (4) facilitating conditions of the environment, and (5) cultural values. Originality/Value This study contributes to the existing literature on in-service EFL teachers’ technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers’ perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers’ future technology integration.

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Section: Educational Technology In the New Eramentioning

confidence: 99%

In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study

Wang（王瑾妍）

2023

ECNU Review of Education

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“…Despite the fact that CLT has been widely acknowledged as the primary teaching method, GTM (and its modified forms) are still employed in a number of countries regarding foreign language education (e.g., Nassaji, 2015;Piasecka, 2013, or Richards & Rodgers, 2014. Thus, EFL learners may be quite familiar with this way of teaching languages.…”

Section: Communicative Language Teaching Vs Grammar-translation Methodsmentioning

confidence: 99%

University EFL learners’ perceptions of communicative language teaching and learning

Metruk

2023

Journal of Language and Cultural Education

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This paper attempts to explore Slovak EFL learners’ perceptions of the fundamental principles of communicative approach, which has been employed as the primary way of teaching foreign languages for the past five decades. Research participants were formed by 111 Slovak university EFL leaners – teacher trainees (n = 111), who were asked to demonstrate their level of agreement to the statements concerning communicative language teaching by responding to a 5-point Likert scale questionnaire. The calculated means indicate that overall, the research participants are in agreement with the selected principles of CLT as they agreed with 16 out of the 18 chosen statements. However, they appear to be neutral about two aspects of CLT, the use of native language at EFL lessons and discovering and investigating grammatical rules by learners themselves. Arising out of the research results, the conclusions are drawn, and pedagogical implications are discussed.

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Activating Character Strengths Through Poetic Encounters in a Foreign Language—A Case Study

Piasecka

2016

Second Language Learning and Teaching

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Blending Literature and Foreign Language Learning: Current Approaches

Cited by 4 publications

References 31 publications

In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study

In-Service Teachers’ Perceptions of Technology Integration in English as a Foreign Language Classrooms in China: A Multiple-Case Study

University EFL learners’ perceptions of communicative language teaching and learning

Activating Character Strengths Through Poetic Encounters in a Foreign Language—A Case Study

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