Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2018 ◽  
pp. 1405-1418
Author(s):  
Anil Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2016 ◽  
pp. 195-208
Author(s):  
Anıl Rakicioglu-Soylemez ◽  
Sedat Akayoglu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Practices ◽  
Teacher Education Program ◽  
Factors Affecting ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2019 ◽  
pp. 189-204
Author(s):  
Anıl Rakıcıoğlu-Söylemez ◽  
Sedat Akayoğlu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Education Program ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Teachers Perspectives ◽  
Language Context

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of computer-assisted language learning (CALL) resources in teaching English as a foreign language context. One hundred and six prospective EFL teachers enrolled in a teacher education program participated in the study, completed a survey on the perceived used of CALL in a classroom, and attended semi-structured face-to-face interviews with the researchers. Thus, the study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into the future professional practices. The common perceptions and strategies of the prospective EFL teachers to use and integrate CALL into the language classes were examined and reported. In addition, pre-service teachers' perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 41-59
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers’ perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

scholarly journals Teachers' Experience as Foreign Language Online Learners

2014 ◽  
pp. 89-107
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online

2012 ◽  
Vol 2 (2) ◽  
pp. 30-44 ◽  
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

Teachers' Experience as Foreign Language Online Learners

2018 ◽  
pp. 1807-1825
Author(s):  
Congcong Wang
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Teacher Education Program ◽  
Foreign Language Learning ◽  
Teachers Perceptions ◽  
Technological Diversity ◽  
English Speaking World ◽  
K 12

Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study was conducted to explore pre-service teachers' perceptions of learning a foreign language online, and how such experience influences teaching linguistically, culturally, and technologically diverse students. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course. A variety of surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants' responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs, and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural, and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.

scholarly journals “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

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