Disrupting course design in online CALL teacher education: An experimentation

2018 ◽  
Vol 15 (3) ◽  
pp. 146-163 ◽  
Author(s):  
Francis Bangou ◽  
Gene Vasilopoulos
Keyword(s):  
Teacher Education ◽  
Data Collection ◽  
Language Learning ◽  
Design Thinking ◽  
Course Design ◽  
Research Data ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Teacher Education ◽  
Course Materials

This article experiments with creativity, ambiguity, design thinking, research, and teacher education in computer-assisted language learning within the development of a distance teacher education course on computer-assisted language learning. By deploying philosophy of immanence, the associated agencements of teacher becoming in computer-assisted language learning, and design thinking, this article generates new ways of thinking about creativity, ambiguity, design thinking, language-teacher education, and research. Data collection included course materials, student interviews, and assignments. The paper uses rhizoanalysis to map affective connections within the research agencement, highlighting potential for transformation. It presents vignettes to palpate, disrupt, and encourage further concept creation.

Individual Differences among Student Teachers in Taking an Online Corpus Linguistics Course

2015 ◽  
pp. 71-93 ◽  
Author(s):  
Alice Ebrahimi ◽  
S. Susan Marandi
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Group Dynamics ◽  
Corpus Linguistics ◽  
Online Communication ◽  
Teaching Experience ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Language Teacher Education ◽  
Years Of Teaching Experience

Recently, educating teachers in computer- assisted language learning (CALL) has gained much popularity. In this regard, corpus linguistics (CL), as an area related to CALL, has received great attention. Researchers, now argue strongly for the inclusion of CL in language teacher education (LTE) programs. However, there is no research on how individual and contextual differences may affect student teachers' (STs) reactions to such training. This chapter reports on a qualitative study which explored a range of variables related to STs' personal and professional backgrounds as well as group dynamics influential in the adoption and application of CL training by STs. Through analyzing the data collected using surveys, interviews, and students' written evaluations of the course, it was found that STs' years of teaching experience, characteristics and beliefs, prior experience of online communication, access to technology, and familiarity with and attitudes toward CALL play a crucial role in this regard.

Online Language Teacher Education: Practices and Possibilities

RELC Journal ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 369-380 ◽  
Author(s):  
Dong-shin Shin ◽  
Hyun-Sook Kang
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Future Research Agenda ◽  
Critical Issues

Along with the expansion of computer technologies in education, an increasing number of academic degrees and professional development credentials in second-language (L2) education are offered online. Despite the rapid growth in the number of online language teacher education (OLTE) programmes, there is still a dearth of research about OLTE and its implementation and efficacy. We thus aim to critically review emerging patterns surrounding OLTE programmes and to contribute to promoting the efficacy of these programmes. This review is based on a synthesis of the existing literature on OLTE and of supplementary studies of other related areas, such as computer-assisted language learning and computer-mediated communication. We discuss the purposes, learning experiences, and evaluations of OLTE programmes with the aim of developing L2 teachers through collaborative, reflective, and experiential learning. This discussion illuminates critical issues and possibilities that emerge at the programmatic and pedagogical levels of OLTE. We further identify the challenges unique to OLTE programmes as a future research agenda.

scholarly journals Student perceptions towards the usage of AR-supported STEMUP application in mobile courses development and its implementation into English learning

2021 ◽  
pp. 88-103
Author(s):  
Huang-Yao Lin ◽  
Shu-Chiao Tsai
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Course Design ◽  
Initial Assessment ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Major ◽  
Student Questionnaire ◽  
Elective Course ◽  
Design And Practice

This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop AR-based mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer’s principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle’s seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational.

Re-aligning research into teacher education for CALL and bringing it into the mainstream

2012 ◽  
Vol 47 (3) ◽  
pp. 319-331 ◽  
Author(s):  
Gary Motteram
Keyword(s):  
Teacher Education ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Research Methodology ◽  
Effective Theory ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Traditional Research ◽  
Conference Presentations ◽  
Teaching Situations

This paper explores three research projects conducted by the writer and others with a view to demonstrating the importance of effective theory and methodology in the analysis of teaching situations where Computer Assisted Language Learning (CALL), teacher practice and teacher education meet. It argues that there is a tendency in the field of teacher education for CALL to make use of what might be considered quite traditional research methodology, often drawing on research traditions not connected to teacher education. In teacher education and CALL, research theory is quite often drawn from the field of Second Language Acquisition (SLA), which despite its connection with CALL, is less relevant to the specific combined demands of researching teacher education for CALL. At the same time we are seeing some moves in recent publications and conference presentations towards the use of sociocultural theories as part of an analysis of CALL teacher practices and teacher education for CALL. In this paper, I argue that this is a positive step in the direction of establishing teacher education for CALL as a more mature field of enquiry. In order to avoid the pitfalls of inappropriate research methodology, the paper then presents an argument for a range of methodologies, chosen on the basis of a fashioning of research instruments (Czarniawska 1998), or a ‘bricolage’ (Levi-Strauss 1962/1966) that enables us – in conjunction with the theory – to explore different teaching situations in an informed and effective way.

scholarly journals Developing cross-cultural communicative competence via computer-assisted language learning: the case of pre-service ESL/EFL teachers

2011 ◽  
Vol 9 (3) ◽  
Author(s):  
Abdelilah Salim Sehlaoui
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
National Council ◽  
Efl Teacher ◽  
Computer Based ◽  
Efl Teacher Education

A review of the relevant literature strongly suggests that many, if not most, English as a Second or Foreign Language (ESL/EFL) teacher education programmes typically utilize concepts of culture and strategies for teaching and learning that are open to some cogent, but constructive, critiques from the perspective of critical educational theory. In addition, according to Wise (1995), throughout the last ten years the National Council for Accreditation of Teacher Education has required that colleges of teacher education must integrate technology into their curricula. In fact, ESL/EFL teacher education programmes are increasingly incorporating computer-based technologies and software into their curricula. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology (see, for example, Bowers, 1988; Jones, 1995; Morton, 1996; Murray, 1997; Sehlaoui, 1999).DOI:10.1080/0968776010090306 

scholarly journals Teacher education

2007 ◽  
Vol 40 (1) ◽  
pp. 64-68
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
School Teacher ◽  
South Florida ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

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