语言评估和读写能力的提高:技术增强语言学习的空间吗?

A. Mavroudi, Dina Tsagari
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引用次数: 1

摘要

英语教师被要求表达他们对英语教学和评估培训材料/课程的格式、内容、任务和活动类型的意见和偏好,以及他们对自己将信息通信技术用于教育目的的能力的信心程度。调查结果显示,建议的格式和方法受到参与教师的欢迎。关于他们在课堂上使用信息通信技术的能力的信心水平,他们各不相同,但平均水平一般。研究结果还表明,在教师先前参与在线培训课程的基础上,这一特定方面的水平存在微小差异,不同能力之间存在很强的相关性。这些发现提出了额外的要求,要求在混合式培训环境的设计中纳入各种因素,以帮助教师在这方面感到更有信心,特别是赋予那些没有参加过这种培训课程的教师权力。研究结果可为高等教育当局和教师培训机构提供相关的信息,这些机构负责为英语教学前教师和在职教师设计专业培训计划。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Language Assessment Literacy Enhancement: Any Room for Technology-Enhanced Language Learning?
English Language Teachers were asked to voice their opinion and preferences as to the format, content matter as well as types of tasks and activities they would find most favourable in the training materials/course on the ELT and Assessment and their levels confidence regarding their competencies on the use of ICT for educational purposes. The findings reveal that the suggested formats and methods were very well received by the participant teachers. Regarding the level of confidence of their competencies in using ICT in their classrooms they were diverse, but the average was mediocre. The findings also indicate small differences on the levels of this particular aspect on the basis of previous participation of the teachers in an online training course and strong correlations among the different competencies. These findings create the extra requirement to incorporate in the design of the blended training environment elements that will help the teachers feel more confident in that aspect, and especially empower those that have not participated in such a training course. The findings can be relevant and informative for the higher education authorities and teacher training institutions responsible for designing professional training schemes for ELT pre-and in-service teachers.
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