A Qualitative Study on CALL Knowledge and Materials Design

The present study investigates how academic coursework and formal learning of instructional technology and materials design help pre-service English language teachers' development of critical knowledge of CALL materials. The participants are 111 pre-service English language teachers enrolled in a TEFL programme at a Turkish University. Throughout a 14-week semester, these participants learn to design a variety of CALL materials including online teaching tools and a set of Web 2.0 tools. The article explores the skills and knowledge of pre-service teachers on the design and development of audio-visual web-based activities, through qualitative content analysis of their written reflections. The analyses of reflections on practice have revealed that these teachers demonstrate strong and critical understanding of CALL in enriching authenticity, enhancing motivation, facilitating language learning, and providing multimodal resources. They also display great awareness of instructional knowledge, in particular, in the design and interface of technology to facilitate learning.

A Qualitative Study on CALL Knowledge and Materials Design

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2017070105 ◽

2017 ◽

Vol 7 (3) ◽

pp. 73-87 ◽

Cited By ~ 5

Author(s):

Olcay Sert ◽

Li Li

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Qualitative Content Analysis ◽

Materials Design ◽

Language Teachers ◽

Great Awareness ◽

Web Based ◽

Critical Knowledge ◽

E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽

10.1177/0033688220985274 ◽

2021 ◽

pp. 003368822098527

Author(s):

Benjamin Luke Moorhouse ◽

Yanna Li ◽

Steve Walsh

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Teacher Educators ◽

Language Teachers ◽

Online Environment ◽

Management Competencies ◽

Face To Face ◽

Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers

Language Testing in Asia ◽

10.1186/s40468-021-00143-4 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Nasim Ghanbari ◽

Sima Nowroozi

Keyword(s):

Language Learning ◽

Online Teaching ◽

English Language ◽

Language Teachers ◽

Online Assessment ◽

Learning And Teaching ◽

Long Run ◽

Integration Of Technology ◽

AbstractFor many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In particular, the teachers encountered many barriers with the online assessment of the students. To shed more light on what passed, following a qualitative mode of inquiry, the present study set out to find out how a group of 20 Iranian English language teachers at Persian Gulf University faced with the online assessment challenges posed by COVID-19. For this aim, the researchers conducted in-depth semi-structured retrospective interviews with the teachers at different times throughout the course. In addition, the teachers were asked to provide a narrative account of how they responded to the crisis. The analysis of the findings showed that after the shift to online assessment, the teachers initially faced with serious pedagogical, technical, administrative, and affective barriers, but as the course proceeded, they could adjust their practice with the new situation. However, the teachers recounted problems that still remained and negatively affected their practice. Overall, the study discusses that to improve the online assessment in the post-COVID-19 era several technological, pedagogical, and administrative measures should be taken into account. These would further improve the integration of the technology in the pedagogical context in the long run.

Kuwaiti Instructors' Beliefs about English Language Teaching and Their Awareness of Global English

English Language Teaching ◽

10.5539/elt.v14n4p87 ◽

2021 ◽

Vol 14 (4) ◽

pp. 87

Author(s):

Ahmad F. Alnwaiem ◽

Abdullah M. Alazemi ◽

Abdullah A. Alenezi

Keyword(s):

Data Analysis ◽

Data Collection ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

Qualitative Content Analysis ◽

Language Teachers ◽

English Language Teaching ◽

Global English ◽

The beliefs of EFL teachers are an essential term perceived in a number of educational fields. Especially in teacher education and behavioural research, this term is usually related to teachers' habits and practices in classes, considering their impact on each other. The aim of this study is to add to prior studies on the subject of teachers' beliefs and to concentrate on English language teachers (ELT). The objective is to merge the theory of instructors' beliefs with Global English (GE). The research question 'what are the Kuwaiti instructors' beliefs about ELT and their awareness of Global English?' formalizes these aims. To accomplish the research: To discover teachers' beliefs about ELT and their awareness of Global English. This research concentrates on English language teachers at the university level. The collection of data has been conducted over two months. For data collection and interpretation, this study adopted a qualitative research methodology. Surveys were chosen as the instrument for data collection. The study used qualitative content analysis in relation to the data analysis method. Moreover, the findings were evaluated based on a deductive and inductive approach to qualitative data analysis. Results indicated various kinds of teachers' beliefs about ELT. Including views about the English language, ELT in relation to the standards, ELT with regard to the GE context. English-language beliefs played a central role in shaping two other views, which were considered secondary beliefs. Except for the content of teachers' beliefs, the study's findings have shown two significant categories of influences: internal and external, that affect the development and application of teachers' beliefs in classrooms. In this study, the internal factor referred mainly to English-language teaching beliefs based on its ability to influence other cognitive constructs (i.e., different convictions, behaviours, sensitivity) and teaching practices. As far as external factors are concerned, the teachers' diverse experiences with individuals (e.g., parents and retired teachers) and administrative legislation (e.g., policy and curriculum) are the main factors. Finally, it was possible to conclude the findings of this analysis in the same manner as previous studies, which combined teacher cognition theory with the field of GE. In other words, teacher beliefs play a crucial part in the teacher's cognitive system as a decisive role in their teaching practice. This study proposes further research to reinforce the results of contemporary research in this area.

Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.492 ◽

2018 ◽

Vol 8 (1) ◽

pp. 139

Author(s):

Seyyed Hatam Tamimi Sa’d ◽

Fereshte Rajabi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Strategy Training ◽

Efl Learners ◽

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

Podcasting as a Next Generation Teaching Resource

Handbook of Research on Web 2.0 and Second Language Learning ◽

10.4018/978-1-60566-190-2.ch019 ◽

2009 ◽

pp. 350-365 ◽

Cited By ~ 4

Author(s):

Jenny Ang Lu

Keyword(s):

Language Learning ◽

English Language ◽

Language Education ◽

Language Teachers ◽

Learning And Teaching ◽

Efl Context ◽

Wide Range ◽

Potential Applications ◽

Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

Pakistan Journal of Educational Research ◽

10.52337/pjer.v4i2.178 ◽

2021 ◽

Vol 4 (2) ◽

Author(s):

Salma Niazi, Farida Azim Lodhi, Huma Mahmood

Keyword(s):

Language Learning ◽

Language Learners ◽

English Language ◽

Language Teaching ◽

Bloom's Taxonomy ◽

Language Teachers ◽

English Language Learning ◽

Bloom’S Taxonomy ◽

University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

PRE-SERVICE ENGLISH LANGUAGE TEACHERS’ REFLECTIONS ON COOPERATIVE ASSESSMENT

European Journal of Alternative Education Studies ◽

10.46827/ejae.v6i2.3866 ◽

2021 ◽

Vol 6 (2) ◽

Author(s):

Mustafa Zülküf Altan

Keyword(s):

Cooperative Learning ◽

Language Learning ◽

English Language ◽

Foreign Language Learning ◽

Language Teachers ◽

Social Skill Development ◽

Final Exam ◽

Learning And Teaching ◽

Academic Year

Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers’ reflections on Cooperative Assessment used as part of the final exam for “Individual Differences in Foreign Language Learning” course in Fall Semester of 2018-2019 academic year. Article visualizations:<img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" />

Blended Learning Mobility Approach and English Language Learning

UHD Journal of Science and Technology ◽

10.21928/uhdjst.v3n2y2019.pp1-9 ◽

2019 ◽

Vol 3 (2) ◽

pp. 1

Author(s):

Mazen Ismaeel Ghareb ◽

Saman Ali Mohammed

Keyword(s):

Blended Learning ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Language Skills ◽

Language Teachers ◽

English Language Teaching ◽

Kurdistan Region ◽

The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

Studies in English Language and Education ◽

10.24815/siele.v3i2.4934 ◽

2016 ◽

Vol 3 (2) ◽

pp. 93

Author(s):

Julia Sevy

Keyword(s):

Language Learning ◽

Flipped Classroom ◽

English Language ◽

Language Teachers ◽

English Language Learning ◽

Sentence Structure ◽

Work Task ◽

Common Problems ◽

Multi Level

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.