Integrating technology into young learners' classes: language teachers' perceptions

Taghizadeh, Mahboubeh; Yourdshahi, Zahra Hasani

doi:10.1080/09588221.2019.1618876

Cited by 75 publications

(77 citation statements)

References 33 publications

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“…Advancements in ICT have created the demand for innovative use of digital technology in the language education context ( Lin, 2015 ; Kozar, 2016 ; Liu et al, 2017 ; Taghizadeh and Yourdshahi, 2019 ). VR technology is a potential tool to remedy the lack of opportunities for students to gather writing materials through detailed observation of phenomena.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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Phenomenographic research about teachers’ conception of teaching has consistently revealed that teachers’ conception of teaching influence their classroom practices, which in turn shape students’ learning experiences. This paper reports teachers’ conceptions of teaching with regards to the use of interactive spherical video-based virtual reality (ISV-VR) in Chinese descriptive composition writing. Twenty-one secondary teachers in Hong Kong involved in an ISV-VR-supported Chinese descriptive writing program participated in this phenomenographic study. Analyses of the semi-structured interviews establish seven conception categories that are specifically related to the use of ISV-VR for descriptive Chinese composition writing: (1) offering students more observational opportunities; (2) improving students’ writing skills; (3) promoting students’ learning participation and motivation; (4) shifting learning from teacher-centric to student-centric, (5) enhancing collaborative learning among students; (6) cultivating students’ positive values and moral character, and (7) shaping students’ self-identity as “writers.” The concurrent and convenient access to the ISV-VR resources was for the teachers an enriched and supportive environment for them to cultivate students’ writer identity. In addition, it was discovered that the structural relationships of the conceptions may be better organized along three axes of continuum: conception’s orientation, teaching attention locus, and understanding of writing. These categories form a hierarchy from skill-oriented to community-oriented, and finally to identity-oriented conception. The findings may provide researchers and practitioners with novel insight into the teaching of composition writing in the contexts of L1 acquisition supported by virtual reality technology.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

2021

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“…The most necessary component in the use of online resources technology in foreign language learning is the integration system [18]. The essential thing in a foreign language education program should be integrated, not an additional application.…”

Section: Introductionmentioning

confidence: 99%

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Saud¹,

Basri²,

Ramly³

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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This paper explored students' perceptions of strategies, impact, and challenges using online resources for foreign language learning. The study also identified challenges faced by learners in applying online resources for their language learning. The study employed a qualitative interview with four students. This case study was conducted in one public university. The participants in this study were chosen purposively due to their investment and commitment using online resources for foreign language learning. The study identified that there were several strategies used students to maximize the use of online resources, i.e., searching meaning and synonyms, testing language proficiency, writing practice, grammar exercise, and gaining teaching materials. Students found it very interactive and enhanced their learning, not only contents and language learning, but also how to use the technologies. However, some students encountered challenges, including technical problems, skill issues, and irrelevant with their interests. The study applied an in-depth exploration of the phenomenon, and the results can contribute to perceptive academic and applied knowledge to the public principally on the idea of online foreign language learning. Future study wishes to examine a significant number of sampling; the broader sample is expected to enhance the findings of this study. The prospective research also demands to be conducted within numerous academic settings. Within multiple parameters, it is expected to contribute to a broader population and encompasses our conclusion by providing a more wide-ranging spot to reinforce the findings of this study.

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“…Technology integration into learning can be done by using websites, applications, and other tools to support a better learning process (Taghizadeh & Hasani Yourdshahi, 2020). Several researchers have reported the effectiveness of using technology that can be used in the application of the TPACK approach in learning, such as the use of interactive learning videos (Otrel-cass et al, 2012), Digital game-based learning (Hsu et al, 2017) and interactive presentation software (Galanti et al, 2020).…”

Section: Technological Pedagogical Content Knowledge (Tpack)mentioning

confidence: 99%

Exploring the profiles of pre-service teachers technological pedagogical content knowledge (TPACK) on earth and space science offline and online course

Rukmana

Handayani

2021

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This study reveals the comparison of the TPACK profiles of pre-service elementary school teachers in the Earth and Space Science (ESS) offline and online lectures. The sample consisted of 97 students who took offline lectures in the 2018/2019 academic year and 85 students who took online lectures in the 2019/2020 academic year. The research instrument consisted of 38 questionnaire items that assessed the self-efficacy of the TPACK-21 components. The correlation analysis results show that in all aspects of basic knowledge and secondary knowledge, ESS online courses provide better results in developing TPACK abilities than offline courses. However, the SEM analysis results show that the structure of the TPACK ability development model in the offline class appears to be more stable than the online class. This indicates a need for further development in online learning strategies and approaches to lead to a more significant contribution to the development of TPACK.

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Integrating technology into young learners' classes: language teachers' perceptions

Cited by 75 publications

References 33 publications

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Teachers’ Conceptions of Teaching Chinese Descriptive Composition With Interactive Spherical Video-Based Virtual Reality

Using Online Resources Technology for Foreign Language Learning: Strategies, Impact, and Challenges

Exploring the profiles of pre-service teachers technological pedagogical content knowledge (TPACK) on earth and space science offline and online course

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