Mobile Technologies as Boundary Objects in the Hands of Student Teachers of Languages Inside and Outside the University

2016 ◽  
Vol 8 (2) ◽  
pp. 85-92 ◽  
Author(s):  
Elżbieta Gajek
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
Mobile Devices ◽  
Boundary Objects ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Weekly Schedule ◽  
Foreign Language Teachers ◽  
Phone Calls ◽  
The University

This paper presents the use of mobile devices by students of linguistics, future foreign language teachers, outside the university and in-campus, and their vision of the potential usefulness of such devices for language learning at tertiary level. As various characteristics of mobile devices influence their usability, users select a device to fit specific needs. This article discusses student teachers' preferences of the use of mobile devices in the light of boundary objects theory (Star, Griesemer, 1989; Star 2010). Although they use mobile phones mainly for communication and orientation in both contexts, the funcionalities are different. For example, they use phone calls outside the university versus sms in-campus, city public-transport website versus weekly schedule. The device turns out to be so flexible that allows for a selective use of its functionality depending on the context.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2020 ◽  
Vol 11 (4) ◽  
pp. 474-489
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

scholarly journals THE ROLE OF SELF-REFLECTION FOR THE PERMANENT FORMATION AND DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS

2016 ◽  
Vol 1 (3) ◽  
pp. 81
Author(s):  
Vilma Páez Pérez ◽  
Salvador Escalante Batista
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Self Reflection ◽  
Process Outcomes ◽  
Teaching Learning ◽  
The University

ABSTRACT The importance of creating opportunities and means for the students to reflect on their own teaching practice is clearly seen in the results obtained by the students majoring in English at the University of Holguin. These students like the language and cherish the idea of becoming translators and interpreters but do not think the same about becoming teachers. It is, therefore, a hard task to motivate them to learn as much as possible from their practical teaching experience and seek for pre-professional development. Making the student- teachers aware of their strengths and weaknesses by a continuous reflection process on the teaching-learning process outcomes has proven its effectiveness. The results of a pilot study applied during the last three years are presented in this paper. KEYWORDS: pre-service teaching practice; self-reflection; teacher development.  

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2021 ◽  
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

Mobile Assisted Language Learning

2021 ◽  
Author(s):  
Glenn Stockwell
Keyword(s):  
Graduate Students ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Research Practice ◽  
Mobile Assisted Language Learning

The increased use of sophisticated mobile devices opens up new possibilities and challenges for language teachers and learners, which has led to an increasing need to consider issues relating to mobile technologies specifically. To date, there is no comprehensive book-length treatment of issues relating to mobile-assisted language learning (MALL). This book fills that gap, providing a resource for present and future language teachers, and for graduate students of applied linguistics and TESOL, to understand how mobile devices can best be used for language teaching. It is founded on existing research, practice and theory, and offers a balanced perspective, based on the author's own experiences with mobile learning - considering the limitations of such an approach, as well as the benefits. Written in a practical and approachable tone, it provides a much-needed guide to MALL, and its fascinating insights promote further debate within the field.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

Connected Learners

2018 ◽  
pp. 83-99 ◽  
Author(s):  
Carmen Santamaría-García
Keyword(s):  
Language Learning ◽  
Language Teachers ◽  
Politeness Theory ◽  
Foreign Language Teachers ◽  
Cultural Aspects ◽  
Relational Work ◽  
Cultural Variables ◽  
Use Of Technology ◽  
Globalized World ◽  
Different Cultures

Technology-enhanced language learning (TELL) is moving ahead from the use of technology in language labs to the possibilities offered by technology in setting up new ways of communication and interactivity. The effectiveness of teaching seems to depend more on teachers' ability to motivate students by connecting to their interests and catering for different intelligences. Teachers' creativity and empathy with them will constitute essential skills for the design of tasks and projects that connect with digital native students' interests. Consideration of cultural aspects will be of essential importance in our globalized world, as learning a language must always take into account cultural variables. The objective of this chapter is to review the challenges that technology and interculturality pose to foreign language teachers and note some of the possible solutions that may facilitate efficient teaching. Politeness theory will be discussed as a theoretical framework providing resources for building social identity and doing relational work with different cultures.

scholarly journals Confronting the Challenges of MALL: Distraction, Cheating, and Teacher Readiness

2020 ◽  
Vol 15 (02) ◽  
pp. 4
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Teacher Perception ◽  
Language Instruction ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Foreign Language Instruction ◽  
Academic Environments ◽  
Technological Advances ◽  
Teachers And Students ◽  
Feasible Solutions

Mobile technologies appear to be gaining in popularity regarding foreign language instruction they have recently proliferated in academic environments. M-learning opens up new possibilities and opportunities for both teachers and students, and it is inevitable that methodological approaches to pedagogy and ways of teaching foreign languages are accordingly adjusted and reevaluated. Despite the numerous significant advantages mobile technologies offer, scholars and educators have to take into consideration some barriers and limitations in this respect, and respond to both existing and future challenges. Moreover, the studies on MALL (mobile-assisted language learning) seem to be predominantly focused on benefits of specific technological advances when the advantages of MALL are discussed. This article attempts to present a critical review of the literature which deals with MALL as further research and exploration in this area is necessary, especially with regard to challenges and barriers language teachers face when m-technologies are employed. Three major drawbacks related to using mobile technologies in teaching are predominantly discussed, namely learner distraction, cheating, and teacher perception and readiness. Moreover, proposing feasible solutions to the challenges and barriers is also discussed in the article.

Online Informal Language Learning Among Foreign Language Teachers

2020 ◽  
pp. 315-332
Author(s):  
Violeta Jurkovič ◽  
Vita Kilar ◽  
Nives Lenassi ◽  
Darja Mertelj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Group ◽  
Age Groups ◽  
Language Teachers ◽  
Online Resources ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Online Behaviour ◽  
Insight Into

Today's online world provides foreign language users and learners with a multitude of opportunities to engage in a variety of language activities. A social group that can derive major benefits from the availability of online resources in different languages is foreign language teachers. Based on an ‘emic' approach, this study involves case studies of three experienced foreign language teachers that used diaries over a period of eight weeks to report on every instance of online use of their predominant foreign language and English. Semi-structured interviews were used to obtain insight into online behaviour that was not specifically related to the eight-week period of diary-keeping. The results indicate that the online uses of the three participants, although they belong to the same social and age groups, display great variety in terms of online activities and the predominant language used to perform these activities.

My Personal Mobile Language Learning Environment

2011 ◽  
Vol 2 (4) ◽  
pp. 49-62 ◽  
Author(s):  
Maria A. Perifanou
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Teachers ◽  
Mobile Technologies ◽  
Learning Context ◽  
Personal Learning ◽  
Personal Approach ◽  
Learning Scenarios ◽  
New Applications ◽  
Support Students

Mobile devices can motivate learners through moving language learning from predominantly classroom–based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to learning. A key challenge for language teachers is to actively explore the potential of mobile technologies in their own learning so that they can support students in using them. The aim of this paper is first to describe the basic theoretical framework of Mobile Learning and Personal Learning Environments. Secondly, it intends to assist language teachers and learners in building their own Mobile Personal Learning Environment providing a useful classification of iPhone applications with a description and examples. The paper concludes with the proposal of ideas for practical, personal language learning scenarios, piloted in an Italian language learning context.

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