Considerations for Future Technology Development Based on EFL Teachers' Integration of Technology

Kochem, Timothy; Muhammad, Ananda Astrini; Karatay, Yasin; Jin, Haeyun; Hegelheimer, Volker

doi:10.4018/978-1-7998-2591-3.ch012

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Another objective is to help participants engage in professional communication through interacting with their peer participants, educational and technology experts, teaching assistants, and mentors of the program. For further information on the course and course content, see Kochem, Muhammad, Karatay, Jin and Hegelheimer (2020).…”

Section: Global Online Coursementioning

confidence: 99%

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Exploring global online course participants’ interactions: Value of high-level engagement

Jin¹,

Karatay²,

Bordbarjavidi³

et al. 2022

ReCALL

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Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although participants’ sustained engagement with ACMC is the target, global realities of participants interfere with their participation levels. This article investigates participants’ engagement profiles in asynchronous online discussions in an 8-week CALL-based global online course developed and implemented by a team at Iowa State University. Using a case study approach, nine focal participants’ engagement profiles have been analyzed in terms of identifying patterns of engagement in the discussion posts and their relation to the types of discussion prompts. Then, social network analysis (SNA) and thematic analysis were employed to investigate patterns of interaction among the participants in the replies. The results indicated that engagement patterns observed in discussion posts overall aligned with the primary goals of prompt types. SNA further identified two participants as social mediators to connect participants with each other. These findings are significant in that they suggest the effectiveness of using ACMC to promote co-construction of knowledge for a global audience. This article also provides implications regarding the design of discussion prompts to help maximize participant engagement with course content.

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Section: Global Online Coursementioning

confidence: 99%

“…We conducted the initial coding based on the preliminary coding scheme developed by Kochem et al (2020). Then we used an iterative process to empirically refine the existing coding scheme by adding new categories as they emerged from the data.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Exploring global online course participants’ interactions: Value of high-level engagement

Jin¹,

Karatay²,

Bordbarjavidi³

et al. 2022

ReCALL

Self Cite

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show abstract

“…In modern times, smart devices have become part and parcel of our daily lives, or in Byng's (2015) words, these tools have become extensions of humans' psychological selves. It seems obvious that education has increasingly benefited from the use of a variety of technological applications, and that technology will continue to play significant roles with the development of different digital tools (Kochem et al, 2020). Technical affordances brought about by a multitude of digital tools and online interactive applications have transformed the ways teachers and students acquire knowledge, negotiate meanings, or interact with each other.…”

Section: Introduction *mentioning

confidence: 99%

Pre-Service Efl Teachers’ Perceptions of Online Community of Inquiry in Computer-Mediated Synchronous Collaborative Technology Using Google Docs

Giang

2023

JFS

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Participation in online learning environments is increasingly popular following the advent of several computer-mediated communication (CMC) tools. There has been empirical evidence about the positive impacts of using synchronous collaborative technologies on students’ classroom interactions and learning outcomes. This article reports on an examination of Google Docs as collaborative technology for group assignments in a content course on designing test items for young learners of English. A total 54 pre-service EFL teachers were examined for their perceived levels of participation, learning, social, and teaching presence in the online community where Google Docs was utilized as a collaborative platform for sharing work and receiving feedback. Main findings indicate the pre-service teachers’ overall positive perceptions of the use of Google Docs, and their perceived levels of learning, teaching, and social presence were better than those in the face-to-face meeting condition. The results suggest a cohesive community where exchange of ideas and feedback took place effectively and Google Docs was perceived to improve feedback efficiency thanks to its synchronous and asynchronous feedback mechanisms. The study concludes with pedagogical implications for the use of CMC technologies in EFL classrooms and suggestions for future research.

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CALL Teacher Training—Considerations for Low-Resource Environments

Karatay

Hegelheimer

2021

CALICO Journal

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The pandemic in 2020 has profoundly impacted millions of people all around the world. We have experienced intense disruption in our daily lives. We have lost loved ones, jobs, motivation, and precious time that could have been used more productively. The pandemic did not distinguish between borders, race, or gender. It affected everyone but not equally, unveiling socioeconomic differences within and across countries in access to robust health care, tolerable working environments, and other basic needs. Inevitably, the pandemic has also disrupted the normal course of the way we teach and learn, especially in English for Foreign Languages (EFL) contexts. Administrators and teachers needed to suddenly reconfigure their in-person classes for online teaching while students had to adjust to this new way of language learning. As Godwin-Jones (2020) envisaged, this widespread switch to distance learning seems likely to be the new normal rather than a one-time occurrence. Considering Hubbard and Levy’s (2006) concern that “both language teachers in training and practicing teachers will find themselves at a disadvantage if they are not adequately proficient in computer-assisted language learning,” it is now even more crucial for language teachers to develop skills, knowledge, and understanding of technology use in language teaching. As Oskoz and Smith (2020) pointed out, this new era in language teaching and learning provides a unique opportunity to investigate the affordances of technology and harmonize these affordances with learner, teacher, and curricular objectives. Thus, taking a fresh look at teacher training for computer-assisted language learning (CALL) in order to see how these affordances can be better implemented, especially in low-resource contexts, seems like a perfect place to start. In this article, we first discuss some critical issues in CALL teacher education. Then we introduce an online CALL teacher education (CTE) course by explaining how these issues have been implemented in designing the course. We conclude by providing practical guidelines on how to design online professional development courses in the language teaching field.

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Considerations for Future Technology Development Based on EFL Teachers' Integration of Technology

Cited by 4 publications

References 26 publications

Exploring global online course participants’ interactions: Value of high-level engagement

Exploring global online course participants’ interactions: Value of high-level engagement

Pre-Service Efl Teachers’ Perceptions of Online Community of Inquiry in Computer-Mediated Synchronous Collaborative Technology Using Google Docs

CALL Teacher Training—Considerations for Low-Resource Environments

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