Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

IF 4.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Recall Pub Date : 2023-03-17 DOI:10.1017/S0958344023000058
Joanna Kic-Drgas, Gölge Seferoğlu, Ferit Kılıçkaya, Ricardo Pereira
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Abstract

Abstract This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.
波兰、葡萄牙和土耳其英语教师对MALL中使用OER语言处理技术的看法:一项复制研究
摘要本研究复制了Pérez Paredes、Ordoñana Guillamón和Aguado Jiménez(2018)对语言教师在移动辅助语言学习中使用OER语言处理技术的看法进行的研究。它通过添加波兰语、葡萄牙语和土耳其语的教育背景来扩展最初的研究,调查了这三个国家的239名英语教师。主要调查结果表明,这三个国家之间存在一些差异,包括在使用移动设备和向教师提供培训方面的机构支持。根据在这些国家收集的数据,发现移动设备主要用于在线平台上的教学。智能手机是英语教学中最常用的设备之一,而学校的计算机实验室似乎已经不受欢迎了。关于可用的技术,研究结果表明,参与者最熟悉在线词典、拼写检查器和在线搭配词典,参与者的资格与课堂上对技术的熟悉和使用存在一定差异有关。性别、年龄和经验年限等变量并没有显示出对这些技术的熟悉程度或使用频率有任何差异。该研究的主要发现指出了在使用移动设备和开放教育资源方面提供机构支持和培训的重要性,这在教育中不再是一种选择,而是一种必要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Recall
Recall Multiple-
CiteScore
8.50
自引率
4.40%
发文量
17
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