Professional development in CALL: a selection of papers最新文献

Exploring the influence of teachers’ education and professional development in Cypriot higher education CALL practices 探讨塞浦路斯高等教育CALL实践中教师教育和专业发展的影响

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.868

Margaret Soule, Salomi Papadima-Sophocleous

{"title":"Exploring the influence of teachers’ education and professional development in Cypriot higher education CALL practices","authors":"Margaret Soule, Salomi Papadima-Sophocleous","doi":"10.14705/rpnet.2019.28.868","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.868","url":null,"abstract":"The present study examines Computer Assisted Language Learning (CALL) practices in the Cypriot Higher Education (HE) system and their relation to teachers’ education in CALL and professional development. It involves 28 second language instructors from public and private universities in the Republic of Cyprus. A survey was designed to assess CALL training, CALL training for technology integration, and CALL practices. The analysis of the data reveals a considerable variety in instructors’ training, which ranged from in‐service training, seminars, conferences, and lectures on CALL or CALL training as part of Master of Arts (MA) or Philosophical Doctorate (PhD) programmes. Despite this variety, the perception of instructors towards the training received for technology integration was generally positive, particularly in terms of its usefulness for the evaluation, selection, and use of computer‐based instructional material. However, we found significant differences in their perception towards effectiveness of training, leading to the creation of computer‐ based instructional materials. Similarly, differences were found in the frequency of usage of mobile devices, website creators, wikis, and photo‐graphic programmes. 1. Cyprus University of Technology, Limassol, Cyprus; mariavictoria.soule@cut.ac.cy 2. Cyprus University of Technology, Limassol, Cyprus; salomi.papadima@cut.ac.cy How to cite this chapter: Soulé, M. V., & Papadima-Sophocleous, S. (2019). Exploring the influence of teachers’ education and professional development in Cypriot higher education CALL practices. In C. N. Giannikas, E. Kakoulli Constantinou & S. Papadima‐Sophocleous (Eds), Professional development in CALL: a selection of papers (pp. 25‐37). Research‐publishing.net. https://doi.org/10.14705/rpnet.2019.28.868","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126717755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach 英语教师用ipad改变了他们的教学吗?TPACK-SAMR方法

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.871

J. Tseng

{"title":"Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach","authors":"J. Tseng","doi":"10.14705/rpnet.2019.28.871","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.871","url":null,"abstract":"Over the past decade, there has been an increasing interest in research on teacher knowledge about technology integration, namely Technological Pedagogical Content Knowledge (TPACK). However, few studies have investigated how teachers transform their teaching with technology. To fill this gap, the present study adopted the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to investigate the degree to which four Taiwanese English as a Foreign Language (EFL) teachers enacted their TPACK in the context of teaching English with iPads, as well as identified contextual factors that might influence the levels of their TPACK enactments. Results suggested that, although some of the teachers’ iPad-based teaching indicated their competency in transforming their teaching, their teaching was predominantly enhanced by the tablets as a substitute to deliver linguistic input to their students in conventional teacher-centred classrooms. In addition, students’ access to iPads and a wireless network was considered essential. This technological problem might constrain the teachers from enacting TPACK towards the higher levels of the SAMR scale. This study contributes to the literature on TPACK by providing empirical evidence on investigating the levels of TPACK enactments using the SAMR model.","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124961292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

#SLA: the impact of study abroad on negotiation of identity on social networking sites #SLA:留学对社交网站身份协商的影响

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.878

Chika Kitano, Daniel J. Mills, Megumi Kohyama

引用次数: 1

Interpreting technologically fluent classrooms: digital natives’ attitudes towards the use of technology in primary schools in Norway 解读技术流畅的课堂:挪威小学数字原住民对技术使用的态度

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/RPNET.2019.28.874

Georgios Neokleous

{"title":"Interpreting technologically fluent classrooms: digital natives’ attitudes towards the use of technology in primary schools in Norway","authors":"Georgios Neokleous","doi":"10.14705/RPNET.2019.28.874","DOIUrl":"https://doi.org/10.14705/RPNET.2019.28.874","url":null,"abstract":"This qualitative study provides baseline data on young learner attitudes towards the use of technology in primary schools. Through individual interviews, the students highlighted the importance of its application and acknowledged its potential in the education process. The benefits that they put forward are grouped into four categories: technology-infused classrooms promote (1) collaboration, (2) active learning, (3) authenticity, and (4) higher order thinking skills. The findings also reveal a general favourable consensus among the interviewees regarding their teachers’ efforts to adopt technology in class. Yet, students cautioned that technologyintegrated lessons should fulfil specific classroom purposes while stressing at the same time the importance of satisfactory preparation before their implementation. For the students, the use of technology should essentially serve two purposes: (1) provide an engaging and interactive alternative to the traditional approach to teaching, and (2) address different learning styles. Acknowledging the student voice, the study concludes, contributes effectively to the optimisation of the learning experience.","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129956236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Assessing the efficacy of VR for foreign language learning using multimodal learning analytics 用多模态学习分析评估虚拟现实对外语学习的效果

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.873

Tom Gorham, Sam Jubaed, Tannishtha Sanyal, Emma L. Starr

引用次数: 10

Revisiting the cloud: reintegrating the G Suite for Education in English for Specific Purposes teaching 重访云:重新整合特殊用途英语教学教育G套件

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.870

E. Constantinou

{"title":"Revisiting the cloud: reintegrating the G Suite for Education in English for Specific Purposes teaching","authors":"E. Constantinou","doi":"10.14705/rpnet.2019.28.870","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.870","url":null,"abstract":"In an era of continuous technological advancement and severe financial crisis, the cloud computing paradigm has become one of the most prominent and influential developments in information technology since the emergence of the Internet. This chapter describes the second phase of an action research study, which aimed at addressing the problem of lack of appropriate technology tools for the delivery of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of (1) Agricultural Sciences, Biotechnology, and Food Science and (2) Commerce, Finance, and Shipping, at the Cyprus University of Technology. The solution suggested involved the integration of the G Suite for Education2 in the teaching and learning process. The suite was firstly introduced in the academic year 2016-2017 (Kakoulli Constantinou, 2018), and the feedback obtained then was valuable for its reintegration the following year. The present chapter focusses on the second attempt to integrate the suite in the context of which data was elicited in order to improve the use of the suite for the delivery of the two EAP courses in the future.","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121487966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Enhancing literacy and collaborative skills through blogging: the teenage language learner 通过博客提高读写能力和协作能力:青少年语言学习者

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.876

C. Giannikas

引用次数: 6

How different are European and American foreign language teachers regarding the use of ICT in task-based language learning? Beliefs, attitudes and practices in the classroom 欧洲和美国的外语教师在任务型语言学习中使用信息通信技术有何不同?课堂上的信念、态度和实践

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.877

António M. Lopes

{"title":"How different are European and American foreign language teachers regarding the use of ICT in task-based language learning? Beliefs, attitudes and practices in the classroom","authors":"António M. Lopes","doi":"10.14705/rpnet.2019.28.877","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.877","url":null,"abstract":"The results of a transatlantic survey on technology-mediated TaskBased Language Learning (TBLL) are presented and discussed. The study was conducted within the scope of the European-funded PanEuropean Task Activities for Language Learning (PETALL) project. The aim was to determine the teachers’ acquaintance with TBLL and with the potential of Information and Communications Technology (ICT) for enhancing that approach. The survey also allowed us to characterise the teaching practices used in the language classroom in terms of this approach. As it was also possible to compare the responses from several countries, including the US, this chapter looks into the differences in beliefs, attitudes, and practices that exist between EU and US practitioners. The analysis of the data (by frequency) shows that there is a difference between the US and the EU in relation to TBLL in terms of familiarity, conceptualisation, and forms of implementation in the classroom. There are also differences in defining the benefits of technology-mediated tasks, as the EU respondents put emphasis on the teacher’s creativity and responsiveness to new challenges, whereas the US respondents underlie the importance of it providing 1. University of Algarve and CETAPS, Faro, Portugal; alopes@ualg.pt How to cite this chapter: Lopes, A. (2019). How different are European and American foreign language teachers regarding the use of ICT in task-based language learning? Beliefs, attitudes and practices in the classroom. In C. N. Giannikas, E. Kakoulli Constantinou & S. Papadima-Sophocleous (Eds), Professional development in CALL: a selection of papers (pp. 159-179). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.28.877","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127698715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Attitudes held by teachers when using mobile devices as language aids 教师使用移动设备作为语言辅助工具的态度

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.867

Sofía Milagros Waldren

{"title":"Attitudes held by teachers when using mobile devices as language aids","authors":"Sofía Milagros Waldren","doi":"10.14705/rpnet.2019.28.867","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.867","url":null,"abstract":"The aim of the study is to establish and understand the attitudes teachers hold when using mobile devices as language aids. Data was collected using a mixed method approach. Both quantitative and qualitative questionnaires were disseminated using ‘closed/private’ Facebook groups related to Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL) to focus the survey on participants that had experience in this field. Approximately 267 participants completed the quantitative questionnaire, whilst only eight participants completed the qualitative questionnaire. The results from the quantitative questionnaire demonstrate that participants acknowledge Mobile Assisted Language Learning (MALL) devices to be beneficial. However, according to the qualitative results, even though participants recognise the potential MALL devices can provide, most participants did not use MALL devices within their classroom. Reasons for this, according to the qualitative data, are due to the teachers’ lack of digital literacy and competency, as well as the potential difficulty of managing classroom disruptions and behaviour when using MALL devices.","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134491046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personal learning environments and personal learning networks for language teachers’ professional development 语言教师专业发展的个人学习环境与个人学习网络

Professional development in CALL: a selection of papers Pub Date : 2019-03-15 DOI: 10.14705/rpnet.2019.28.872

C. Goria, Angelos Kostantinidiss, Bryan Kilvinski, Betul Dogan

{"title":"Personal learning environments and personal learning networks for language teachers’ professional development","authors":"C. Goria, Angelos Kostantinidiss, Bryan Kilvinski, Betul Dogan","doi":"10.14705/rpnet.2019.28.872","DOIUrl":"https://doi.org/10.14705/rpnet.2019.28.872","url":null,"abstract":"The emergence of Web 2.0 has created diverse opportunities for continuing professional development in the area of language teaching. This article begins by presenting how the pedagogical model implemented in an online postgraduate programme integrates the Personal Learning Environment and Personal Learning Network (PLE and PLN) concept and practice to support students’ learning. Furthermore, it provides two case studies from the students of the programme on the integration of the PLE and PLN concept in their own settings as well as its effects on their professional development. The first case study describes how the PLE and PLN concept has become part of the instructional strategy of the teacher and discusses the outcomes of its implementation. The second case study deals with how the PLE and PLN concept facilitated the professional networking activities of the teacher and how this has affected teaching practices. The two case studies demonstrate diverse ways as to how teachers can use PLEs and PLNs for supporting their own as well as their students’ learning, and for creating professional development opportunities within their 1. University of Nottingham, Nottingham, United Kingdom; cecilia.goria@nottingham.ac.uk 2. University of Nottingham, Nottingham, United Kingdom, Open University of Catalonia, Barcelona, Spain; angelos. konstantinidis@nottingham.ac.uk 3. University of Nottingham, Nottingham, United Kingdom, Mahidol University, Salaya, Thailand; bryan.kilvinski@gmail.com 4. Abdullah Tokur Primary School, Ankara, Turkey; 1ergl1btl@gmail.com How to cite this chapter: Goria, C., Konstantinidis, A., Kilvinski, B., & Dogan. B. E. (2019). Personal learning environments and personal learning networks for language teachers’ professional development. In C. N. Giannikas, E. Kakoulli Constantinou & S. Papadima-Sophocleous (Eds), Professional development in CALL: a selection of papers (pp. 87-99). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.28.872","PeriodicalId":138387,"journal":{"name":"Professional development in CALL: a selection of papers","volume":"2 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129520002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3