Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience Into Research on Technology‐Enhanced Language Learning

Egbert, Joy; Huff, Leslie; McNeil, Levi; Preuss, Cara Lynne; Sellen, Joanne

doi:10.1111/j.1540-4781.2009.00971.x

Cited by 41 publications

(30 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Egbert et al (2009), for example, discuss how research can be validated through the integration of teachers' perspectives. This can be seen as a very positive and desired development, as it has often been argued in the literature that solid cooperation between researchers and teachers can improve the quality of CALL research.…”

Section: Introductionmentioning

confidence: 99%

Video-stimulated reflection as a professional development tool in interactive whiteboard research

Schmid¹

2011

ReCALL

View full text Add to dashboard Cite

Several authors (e.g., Mcniff & Whitehead, 2006;Wallace, 1998) defend the idea that teachers' own involvement in research has the potential to encourage professional growth. Journal writing, teacher logs, written narratives and stimulated recall are some examples of methods that have been used by researchers to encourage and support teachers' reflective practice in teacher-researcher collaborative research. This paper discusses the use of video-stimulated reflection as both a research method and as a means for teacher professional growth. The research findings are drawn from a longitudinal study that investigates a model of Interactive Whiteboard (IWB) technology professional development programme. The research was carried out in the form of seven in-depth case studies with English as a Foreign Language (EFL) teachers in German secondary/vocational schools, as they learn how to integrate the IWB into their teaching. Research data were collected via a variety of research instruments, namely classroom observations and field notes, video recordings of school lessons and teacher training workshops, interviews and video-stimulated reflection. Findings based on the analysis of the copious amount of data gathered indicate that the video-stimulated dialogues were used by the teachers as effective opportunities for reflection, self-evaluation and pedagogical development.

show abstract

Section: Introductionmentioning

confidence: 99%

Video-stimulated reflection as a professional development tool in interactive whiteboard research

Schmid¹

2011

ReCALL

View full text Add to dashboard Cite

show abstract

“…In order to connect students trans-nationally, developing telecollaboration projects are the viable alternative. In this project, teacher plays a major role in that he/she should IJELS 7(2):21-30 provide opportunities for student's interaction and manage them in the best way (Egbert, Huff, McNeil, Preuss, & Sellen, 2009). Jackson (2011) proposed that online telecollaboration make students extremely competent to share their own ideas and perspectives and encourage a relationship of mutuality among them and this can be the best way of fostering intercultural learning.…”

Section: • the Outermost Circle Is An Expanding Circle In Whichmentioning

confidence: 99%

Attitudes to English in the Kaleidoscopic Iranian Context: Second, Foreign or International?

Kiavar

Yaghoubi-Notash

2019

IJELS

View full text Add to dashboard Cite

Today's world seems to be quite overwhelmingly concerned with communication as an incontestable aspect of which is communicating with people lacking a shared linguistic background. A common language (or lingua franca) would, therefore, be needed which can cut across all local, national, and regional linguistic boundaries. This study aimed at exploring the attitudes of 400 bilingual and monolingual college students and EFL learners. It investigated English language status in the linguistically diverse context of Iran. For the purpose of the study, a standardized questionnaire containing 37 Likert-type items was distributed. Descriptive statistics were employed for data analysis revealing that learners from different linguistic backgrounds had significantly different reactions and attitudes to the issues such as: General perception to English, Status of English, text and content matter comprehensibility through English, job prospects, official status, culture learning, integrating with American or British cultures, religion and foreign language learning, English ownership, Adherence to British English, American English or English as an international language. LITERATURE REVIEWThroughout the history of English many linguistics have suggested various models in order to classify English speakers.

show abstract

“…Technology‐enhanced language learning and computer‐assisted language learning (CALL) research is rapidly expanding (Stickler & Shi, ). As a result, several types of technologies are frequently integrated into course syllabi to promote the learning of language(s) and culture (Egbert, Huff, McNeil, Preuss, & Sellen, ; Wang & Vásquez, ). Two broad categorizations of technology‐mediated teaching relate to synchronicity (Stockwell, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives

Payant

Bright

2017

TESOL Journal

View full text Add to dashboard Cite

Within the field of instructed second language acquisition, there has been an increase in the amount of research reporting on task‐based language teaching (TBLT; Kim, ; Van den Branden, ). The pervasive use of technology has prompted researchers to examine the potential synergies between TBLT and technology‐mediated teaching (González‐Lloret & Ortega, ; Ziegler, ). The present study examines the perception of 20 learners of English as a second language toward the use of tasks across two modes: a traditional paper‐mediated (PM) information gap task and a technology‐mediated (TM) information gap task. For the PM task, learners used paper resources and worked individually to find information about three colleges, whereas for the technology‐mediated TM task learners turned to the computer to accomplish this procedure. Participants then completed a collaborative information exchange task. To measure their attitudes toward the tasks, the researchers had the learners answer questionnaires following the completion of each task, which included Likert‐type scale items and open‐ended questions. Findings suggest that a majority of the learners benefited from completing a TM information gap task; however, some minor concerns were raised by the learners. Pedagogical implications for a weak form of technology‐mediated TBLT are discussed.

show abstract

Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience Into Research on Technology‐Enhanced Language Learning

Cited by 41 publications

References 49 publications

Video-stimulated reflection as a professional development tool in interactive whiteboard research

Video-stimulated reflection as a professional development tool in interactive whiteboard research

Attitudes to English in the Kaleidoscopic Iranian Context: Second, Foreign or International?

Technology‐Mediated Tasks: Affordances Considered From the Learners’ Perspectives

Contact Info

Product

Resources

About