Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL

Crosthwaite, Peter; Luciana,; Wijaya, David

doi:10.1080/09588221.2021.1995001

Cited by 24 publications

(16 citation statements)

References 48 publications

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“…Teachers’ attentiveness can help reduce the energy and costs of performing digital entrepreneurial activities, allowing teachers to improve their teaching intention. This result is consistent with those of previous research on TTF ( Holland and Piper, 2014 ; Gay, 2016 ; Reyes et al, 2017 ; Shafie et al, 2019 ; Crosthwaite et al, 2021 ; Ye, 2021 ). This study suggests that teachers should effectively improve students’ core skills rather than focus on professional business knowledge.…”

Section: Discussionsupporting

confidence: 94%

“…Digital literacy is generally defined as the integration of knowledge, skills, and attitudes related to the use of digital technology in daily life, which links together tool technology, media literacy, information skills, and computational thinking ( Wang et al, 2018 ; Steininger, 2019 ; Saubern et al, 2020 ; Crosthwaite et al, 2021 ). Digital literacy can increase learners’ sensitivity of information availability and market knowledge, and teach them how to protect digital products and digital services against plagiarism and the challenge of new product liability.…”

Section: Literature Reviewmentioning

confidence: 99%

“…When the technology used can support task characteristics, the energy and costs spent on performing the tasks of digital entrepreneurial activities can be reduced. TTF has an impact on the performance of the behavior results, which can make a task progress more smoothly; this can reduce the energy and costs that the user spends on performing the task, making it easier to complete the task ( Goodhue and Thompson, 1995 ; Gay, 2016 ; Zaheer et al, 2019 ; Crosthwaite et al, 2021 ; Ye, 2021 ). On the other hand, the multiple purposes of DEE teaching require teachers to use ICT tools to complete the tasks of their teaching activities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses

Chao

Wang

2022

Front. Psychol.

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With the increasing promotion of entrepreneurship in Taiwan’s universities and the establishment of departments of innovation or entrepreneurship management, it has become an emerging trend to encourage college students to become entrepreneurs or participate in entrepreneurial competitions during their undergraduate years. The Internet has stimulated the development and widespread application of new business models and has created a large number of entrepreneurial opportunities. Universities engaged in digital entrepreneurship education over the past have hardly designed a curriculum to teach the content of digital entrepreneurship. This study integrated “task-technology fit,” “self-determination theory,” and “interactive participation,” into its investigation on the teaching intention of business college teachers to develop digital entrepreneurship courses. The sample size was 126 participants. Using partial least squares analysis, the research model represented high internal consistency and confirmed the good reliability of the scales. This study presented that three dimensions of the concept (teachers’ positive attitude emotions, task-technology fit, interactive participation) were highly prioritized in their intention to teach digital entrepreneurship courses. The coefficient of the endogenous variables was 0.503 for positive attitude emotions, 0.571 for task-technology fit, and 0.392 for teaching intention. Based on a quantitative survey on the teaching intention of business college teachers to fulfill digital entrepreneurship courses, this study demonstrated the implications of digital entrepreneurship education issues that are relevant to the role of teacher’s dimension from different viewpoints, and discussed the implications of teaching digital entrepreneurship courses for digital entrepreneurship practices and entrepreneurship education.

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Section: Discussionsupporting

confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses

Chao

Wang

2022

Front. Psychol.

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“…The activity shown in Figure 6 demonstrates the two student teachers' awareness of the limitations of corpus data and their attempts to ameliorate the situation by scaffolding student learning with interactive, non-corpus resources, as recommended in Ma et al (2021). Similar to the studies by Ma et al (2021Ma et al ( , 2022 and Crosthwaite et al (2021), the analysis of the selected lesson activities indicates that our trainees had developed a good level of CL skills. Moreover, they had a good understanding of corpus technology, tried to integrate it into their lesson plan, and could take advantage of corpus tools and search functions to develop their lesson materials.…”

Section: Searchmentioning

confidence: 75%

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

Chiu²,

Lin³

et al. 2022

ReCALL

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Given the importance of corpus linguistics in language learning, there have been calls for the integration of corpus training into teacher education programmes. However, the question of what knowledge and skills the training should target remains unclear. Hence, we advance our understanding of measures and outcomes of teacher corpus training by proposing and testing a five-component theoretical framework for measuring teachers’ perceived corpus literacy (CL) and its subskills: understanding, search, analysis, and the advantages and limitations of corpora. Also, we hypothesised that teacher CL is linked to their intention to use corpora in classroom teaching. Specifically, 183 teachers and student teachers received corpus training to develop their CL and then completed a survey to measure their CL and intention to use corpora in teaching in Likert-scale items together with open-ended questions. Confirmatory factor analysis indicated that a hierarchical factor structure for CL using the aforementioned five subfactors best fitted the data. Moreover, structural equation modelling indicated that CL is positively linked to the participants’ intention to integrate corpora into classroom teaching. While all five subskills are important for teachers, greater effort should be made to develop their corpus search and analysis skills, which can be viewed as the “bread and butter” of corpus training.

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“…Consequently, the text subtitles, or the captions, assist learners in remembering and recalling expressions or words. Images, whether contextualized in videos or on their own, can aid in reinforcing language learning (Crosthwaite et al, 2021;Zanón, 2006). As such, language learners can see immediate meaning in terms of vocabulary recognition because one of the best ways to ensure this immediacy of meaning is through subtitles (Canning-Wilson, 2000;Kanellopoulou, 2019).…”

Section: Discussionmentioning

confidence: 99%

Language Education: Conceptual and Practical Explorations (LECPE 2022)

2022

JSSH

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Implementing the online learning process requires qualified EFL teachers as agents of change to get hold of effective learning resources to help students achieve learning goals.This pilot study explores EFL students' perceptions from two private Islamic senior high schools in urban areas in Aceh Province, Indonesia, towards using video clips with subtitles (bimodal of English-Indonesian) while learning English in the classroom. The study applied the mixed-methods design by disseminating a questionnaire to 78 participants and conducting a semi-structured interview with ten selected participants. Findings revealed that most students positively perceived using subtitled video clips in learning English vocabulary. However, some encountered setbacks in learning English words due to the poor use of the elements in the video clip subtitles. Therefore, the subtitling procedures still need revisiting to assist students better in digesting subtitled movies in a more wellorganized manner.

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Exploring language teachers’ lesson planning for corpus-based language teaching: a focus on developing TPACK for corpora and DDL

Cited by 24 publications

References 48 publications

Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses

Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses

Teachers’ perceived corpus literacy and their intention to integrate corpora into classroom teaching: A survey study

Language Education: Conceptual and Practical Explorations (LECPE 2022)

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