Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2021-10-01 DOI:10.4018/ijcallt.2021100107

Kai Guo, *Jing Chen, Jun Lei, Tan Jin

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引用次数: 0

Abstract

In the assessment of English as a foreign language (EFL) reading proficiency, text adaptation is an important and challenging task for teachers. Although an increasing number of technology tools are available to facilitate text adaptation, research exploring how teachers engage with technology-enhanced text adaptation (TETA) is scarce. Drawing on a three-dimension framework consisting of behavioral, cognitive, and affective criteria of engagement, this case study investigated four Chinese EFL teachers' engagement with TETA facilitated by Eng-Editor, an online text complexity evaluation tool, in preparing reading assessment materials. Data from multiple sources were collected in the study. Firstly, the teachers' original and adapted texts were analyzed to reveal their behavioral engagement. Secondly, individual interviews were conducted with each teacher to unveil their cognitive and affective engagement. Results show diverse characteristics of teacher engagement with TETA along the three-dimension framework; moreover, various factors that influenced their engagement are also revealed. The paper concludes by providing suggestions for designing training programs to support teachers' employment of TETA.

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教师参与技术增强的文本适应阅读评估

在对外英语阅读能力评估中，语篇适应是教师面临的一项重要而富有挑战性的任务。尽管越来越多的技术工具可用于促进文本适应，但探索教师如何参与技术增强文本适应(TETA)的研究却很少。在行为、认知和情感参与标准的三维框架下，本案例研究调查了四名中国英语教师在准备阅读评估材料时使用在线文本复杂性评估工具“英语编辑器”的TETA。本研究收集了多个来源的数据。首先，对教师的原文和改编文本进行分析，揭示教师的行为投入。其次，对每位教师进行了个别访谈，以揭示他们的认知和情感投入。结果显示，教师敬业度在三维框架上呈现出不同的特征;此外，还揭示了影响其敬业度的各种因素。最后，提出了支持天津科技学院教师就业的培训方案设计建议。

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

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.