CALL: A Survey of K-12 ESOL: Teacher Uses and Preferences

Flowerdew, John; Levis, John M.; Meskill, Carla; Anthony, Natasha; Hilliker-VanStrander, Shannon; Tseng, Chi‐Hua; You, Jieun

doi:10.2307/40264532

Cited by 21 publications

(22 citation statements)

References 11 publications

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“…The findings of the current study are in line with previous studies conducted in other (Aydin, 2013;Barsotti & Martins, 2010;Meskill et al, 2006), demonstrating that pre-service teachers were proficient with using specific computer applications, such as word processing, web search engines, and communication tools. Further, the results echo Yu and Sardegna's (2012) study, suggesting that elementary school teachers in Taiwan had limited knowledge of and skills in web design and databases.…”

Section: Discussionsupporting

confidence: 82%

“…Previous research exploring language teachers' computer literacy skills has been conducted in Asia (Albilirini, 2006;Aydin, 2013;Chen, 2012;Li & Walsh, 2011;Park & Son, 2009;Shin & Son, 2007;Son, Robb, & Charismiadji, 2011;Sumi, 2010;Yunus, 2007), Europe (Dooly, 2009;Fuchs, 2006), North America (Fuchs & Akbar, 2013;Kessler & Plakans, 2008;Lam, 2000;Meskill, Anthony, Hilliker-Vanstrander, & You, 2006;Wiebe & Kabata, 2010), and South America (Barsotti & Martins, 2010). It has been demonstrated that increased access to technology facilities does not guarantee that language teachers would always integrate CALL into their instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

2014

IJELE

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Language teachers' computer literacy, beliefs, and attitudes toward computer-assisted language learning (CALL) have been widely discussed (e.g. Aydin, 2013;DelliCarpini, 2012;Hong, 2010). However, scant attention has been given to pre-service teachers in Taiwan. This study aims to address this gap in the literature by focusing on the beliefs and attitudes of pre-service elementary school English teachers in Taiwan. The findings report on thirty participants' perceived computer knowledge and skills, the frequency of their technology use, and their attitudes toward the integration of computer use in language learning and teaching. Based on the participants' responses to a survey of computer literacy and use, the results show that the pre-service teachers with different backgrounds and specialties displayed diverse computer literacies. There was an interconnection between the frequency of using a specific computer program and the mastery of the program. A large proportion of the pre-service teachers felt positive about the adoption of technology in their language learning regardless of their various levels of perceived computer literacy. The pedagogical implications, such as the integration of technology use across training sessions and the possibility of using online trainings, are provided. The significance of the study is to offer a picture of Taiwanese pre-service English teachers' computer knowledge and skills. By utilizing this information, the training of computer assisted language learning could be better tailored to fit teachers' needs.

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Section: Discussionsupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

2014

IJELE

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“…In the US, Meskill et al (2006) surveyed 847 K-12 ESOL teachers regarding their uses of technology and found that the most often used software is word processing, a finding that resonates with the results of two national surveys conducted by Becker (2000) and Doherty and Orlofsky (2001). Cuban (2001) also reported that word processing is the most frequently used technology for teachers in American classrooms.…”

Section: Introductionsupporting

confidence: 65%

International Perspectives on ELT Classroom Interaction

2015

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editors) INTERNATIONAL PERSPECTIVES ON TEACHER RESEARCH Christopher J. Jenks and Paul Seedhouse (editors) INTERNATIONAL PERSPECTIVES ON ELT CLASSROOM INTERACTION Forthcoming titles in the series: Hugo Bowles and Alessia Cogo (editors) INTERNATIONAL PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA Thomas S.C. Farrell INTERNATIONAL PERSPECTIVES ON ENGLISH LANGUAGE TEACHING (editor) International Perspectives on English Language Teaching Series Standing Order ISBN 978-0-230-30850-3 hardback 978-0-230-30851-0 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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“…In one such study, Meskill et al (2006) surveyed 847 K-12 ESOL teachers regarding their uses of technology and found that the most frequently used software is Word processing; a finding that resonates with the results of two national surveys by Becker (2000) and Doherty and Orlofsky (2001). Li's (2008) survey of English teachers suggests that PowerPoint is regarded as the most popular and appropriate form of technology used in Chinese language classrooms to give students a different learning experience from the traditional one.…”

Section: Insert Figure 1 Herementioning

confidence: 66%

Understanding language teachers' practice with educational technology: A case from China

2014

System

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This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence.This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching.

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CALL: A Survey of K-12 ESOL: Teacher Uses and Preferences

Cited by 21 publications

References 11 publications

The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

The Computer Literacy and Use: The Case of Taiwanese Pre-service Elementary School English Teachers

International Perspectives on ELT Classroom Interaction

Understanding language teachers' practice with educational technology: A case from China

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