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Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire ...
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A Comparative Study of Narrative Rhetoric between Chinese and American English Majors
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1450181210 (2016)
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| 9 |
The role of authentic leadership and interpersonal trust in the language development success of middle school English language learners
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PDX Journeys: Studying and Living in the US, Low-Intermediate Novel and Textbook for University ESL Students
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In: PDXOpen: Open Educational Resources (2016)
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| 11 |
A cross-disciplinary study of stance markers in research articles written by students and experts
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In: Graduate Theses and Dissertations (2016)
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A teacher development program on CALL materials evaluation: teachers' knowledge and attitudes toward technology
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In: Graduate Theses and Dissertations (2016)
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Abstract:
Teacher Development Programs (TDPs) in Computer-Assisted Language Learning (CALL) aim to develop teachers' knowledge as well as positive attitudes toward technology. Previous studies (Liu & Kelinsasser, 2015; Tai, 2015, 2013; Rienities, Brouwer, & Lygo-Baker, 2013; Wong & Benson, 2006; Chao, 2006; Hegelheimer, 2006; Yildirim, 2000) show that teachers develop their CALL technical pedagogical knowledge through participation in CALL TDPs. In addition to the development of their knowledge, teachers also increase their positive attitudes toward technology after CALL TDPs as revealed in previous studies such as Tai (2013); Kessler (2007); Hegelheimer (2006); Meskill, Anthony, Hilliker-VanStrander, Tseng, and You (2006), and Yildirim (2000). Regarding teachers' CALL knowledge, it is believed that teachers must have knowledge to evaluate CALL materials to prepare them to face the fast development of technology. Therefore, for the purpose of this study, an online CALL TDP focusing on CALL material evaluation-based on Chapelle's (2001) CALL evaluation framework- was designed and delivered asynchronously through a learning management system for approximately five weeks. Eight Indonesian teachers participated in the TDP. The present study investigates the change in the participating teachers' CALL materials evaluation knowledge (CMEK) and their attitudes toward technology (ATT) after participation in the online TDP. Data sources including pre- and post- program CMEK surveys, teachers' learning reflections, teachers' CMEK demonstrations, and post-program personal interviews were analyzed to examine the teachers' change in CMEK. To investigate the teachers' ATT change, data sources such as pre- and post- program ATT surveys, another learning refection, and the post-program personal interviews were also used. The findings show that six participating teachers developed their CMEK throughout the online TDP. To some extent, two teachers exhibited marginal attainment of the CMEK. These results advocate for building teachers' awareness of the demands and aims of TDPs as well as providing more technical training to teachers with a lack of CALL experience before TDPs begin. The findings also show that of the eight teachers, only two increased their positive ATT marginally after the TDP, while the other teachers' ATT remained largely unchanged. These results suggest that teachers' ATT should be investigated within different attitude classifications, and/or teachers' ATT cannot be changed in a short period of time.
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Keyword:
and Multicultural Education; Applied Linguistics; Attitudes toward technology; Bilingual; CALL knowledge; CALL material evaluation; Computer Assisted Language Learning; Computer-Assisted Language Learning; English Language and Literature; Instructional Media Design; Multilingual; Teacher development program; Teacher education; Teacher Education and Professional Development; Teaching English as a Second Language; Teaching English as a Second Language/Applied Linguistics (Computer Assisted Language Learning)
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URL: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=6167&context=etd
https://lib.dr.iastate.edu/etd/15160
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| 13 |
An Explanation of the Effectiveness of Written Corrective Feedback in Second-Language Acquisition
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| 14 |
Difficulties of Chinese Students with Their Academic English: Evidence from a China-United States University Program
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In: South Florida Education Research Conference (2016)
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| 15 |
Exploring an appropriation of reader-response theory for teaching and learning English literature in Vietnam
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| 16 |
An evaluation of the global orientation of English textbooks in Germany
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In: Symplectic Elements at Oxford ; CrossRef ; ORA review team (2016)
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Writing their way to the university: An investigation of Chinese high school students' preparation for writing in English in high schools, cram schools, and online
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In: Open Access Dissertations (2016)
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| 18 |
Le rapport à l'écrit en français et en anglais d'étudiants francophones universitaires issus d'un milieu francophone minoritaire
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| 19 |
Achieving cultural competence in Vietnamese EFL classes: a case study from an intercultural communicative competence perspective
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Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools
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