In-service EFL Teacher Development for Technology Integration in Communicative Language Teaching

Kwangsawad, Thooptong

doi:10.24203/ajeel.v5i2.4465

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…Most place the emphasis on how to use a particular technology, turning the innovation into an addins, rather than integrating technology with content and pedagogy (Bebell & O'Dwyer, 2010). Often instructors are unable to integrate technologies that they have learned as a part of their professional development into their classes (Kwangsawad, 2017).…”

Section: Introductionmentioning

confidence: 99%

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Kaya

Adıgüzel

2021

CONT ED TECHNOLOGY

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For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peerreflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the inservice English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.

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Section: Introductionmentioning

confidence: 99%

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Kaya

Adıgüzel

2021

CONT ED TECHNOLOGY

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“…There lies no point in denying that English has become an essential means of communication, especially in this globalizing era, in which all countries, including Thailand, are no exception (Prapphal, 2003). Nevertheless, English language teaching in Thailand generally comprises outdated grammar-translation instructions that put little emphasis on authentic communication or oral language skills (Kwangsawad, 2017). As a result, a lack of English communicative skills, including writing and speaking, have been detected (Flammer, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction

Anggoro

Nguyen

2021

SiELE

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The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

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“…Some studies have been done on professional development aimed at improving technology integration. Kwangsawad (2017) conducted research on the implementation and evaluation of a professional development program for technology integration in CLT for 32 in-service EFL teachers from primary and secondary school levels. The professional development used for this study included several components such as a workshop, lesson plan development and implementation, classroom observation, and teacher reflection.…”

Section: Introductionmentioning

confidence: 99%

Beginning teacher induction program for technology integration in CLIL

Kwangsawad

2020

Asian J. Interdiscip. Res.

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Beginning teacher induction is a transition from pre-service teacher preparation to teaching professional which brings a shift in a role orientation and an epistemological move from knowing about teaching through formal study to knowing how to teach by facing daily teaching challenges. This paper deals with the implementation and evaluation of beginning teacher induction programs for technology integration in Content and Language Integrated Learning (CLIL) for 24 beginning teachers from the northeastern region in Thailand. Both quantitative and qualitative data were collected. Quantitative data were collected from the assessment of the lesson plans and implementation of the lesson plans then analyzed using mean and standard deviation. Qualitative data were collected from three sources: (1) written logs by the participants, (2) data from video observation by the researcher, and (3) field notes by the researcher. Findings from the assessment of the lesson plans and implementation of the lesson plans were at a low level. Almost all participants reported having difficulties in technology integration in CLIL.

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In-service EFL Teacher Development for Technology Integration in Communicative Language Teaching

Cited by 5 publications

References 9 publications

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction

Beginning teacher induction program for technology integration in CLIL

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