Preparing Teachers for Technology-Supported ELT

Legutke, Michael; Müller–Hartmann, Andreas; Ditfurth, Marita Schocker von

doi:10.1007/978-0-387-46301-8_75

Cited by 7 publications

(9 citation statements)

References 8 publications

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“…For example, a research study reported by Cahyono and Widiati (2007) recommended teacher-training institutions to involve the integration of Internet-based facilities in the subjects that student teachers learn in their pre-service education (see Cahyono & Widiati, 2007). In the same vein, a study reported by Legutke, Muller-Hartmann, and Ditfurth (2007) recommended that Internet-based facilities can be used as new knowledge base for English teacher education.…”

Section: Introductionmentioning

confidence: 99%

Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing

Cahyono¹,

Mutiaraningrum²

2015

ELT

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The use of the Information and Communication Technology (ICT) especially the Internet has been a common practice in education. However, research studies show that the Internet has not been frequently used in the teaching of English as a foreign language (EFL) writing, especially in the Indonesian context. This study aimed to find out whether or not Indonesian EFL teachers are familiar with the Internet-based techniques for the teaching of writing. In addition, it investigated their opinions on the Internet-based techniques of teaching of writing. This study involved 17 EFL teachers from various parts of the country who were asked about their experiences and opinions dealing with the Internet-based teaching of writing. The results of the study showed that almost half of the teachers admitted that they have used Internet facilities for the teaching of writing. The other EFL teachers either have indirect involvement with the teaching of writing using Internet application or have never used Internet applications at all. However, these teachers had intention to teach writing by applying Internet-based techniques for their future practices. The study also showed that Indonesian EFL teachers valued the Internet-based teaching of writing as this practice benefits the students in terms of their writing quality and quantity, autonomy, flexibility, as well as confidence. This implies that with the development of advanced ICT, there is a hope that students' learning of writing could be improved well.

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Section: Introductionmentioning

confidence: 99%

Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing

Cahyono¹,

Mutiaraningrum²

2015

ELT

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“…We followed the design proposed by Meskill et al . (2002 and 2006) in which pre-service teachers learn to use technology via mentoring by experienced educators in their classrooms, and the principle of research-oriented teacher education (Legutke et al ., 2007). The student teachers thus developed projects for a particular class and researched an aspect of the language learning potential that technology offered for that particular class.…”

Section: Research Context and Research Methodologymentioning

confidence: 99%

“…In recent years special focus has been given to establishing a distinction between the formats and approaches to CALL pre-service teacher education that are more likely to achieve the above-mentioned results and the ones that fail to take the pre-service teachers’ needs into consideration (e.g., Fuchs et al ., 2012, Brown & Warschauer, 2006; Meskill et al . 2006; Legutke, Mueller-Hartmann & Schocker v.Ditfurth, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Similar issues were discussed by Brown and Warschauer (2006) and Legutke et al ., (2007). Brown and Warschauer examined pre-service teachers in their teacher-preparation programs and later on in their practice teaching in order to investigate technological knowledge transfer within the real world context of the field placement sites.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Drawing from research conducted in German universities, Legutke et al . (2007) state that most CALL programs, in their current format, have failed to provide the relevant knowledge base that enables student teachers to cope with the complex demands of the school system after graduation. As a result, pre-service teachers tend to feel insufficiently prepared for implementing technology-based teaching, which might lead to qualitatively inferior use of technology in their future classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

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Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology

Schmid

Hegelheimer

2014

ReCALL

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This paper presents research findings of a longitudinal empirical case study that investigated an innovative Computer Assisted Language Learning (CALL) professional development program for pre-service English as Foreign Language (EFL) teachers. The conceptualization of the program was based on the assumption that pre-service language teachers learn better in situated contexts (Egbert, 2006). Therefore, a key component of the program was the development of school-based research projects, in which the student teachers needed to design, implement, and evaluate technology-enhanced EFL lessons in collaboration with in-service teachers. Data were collected via field notes, video recordings of lessons, academic research reports produced by the pre-service teachers, and in-depth interviews with the pre-service and in-service teachers. Our findings indicate that the field experiences provided professional learning opportunities that supported the student teachers’ development as CALL practitioners. The participating pre-service teachers especially emphasized the important role played by school-based experiences in allowing them to use technology in authentic language teaching scenarios and to evaluate the impact of technology on language teaching and learning. The paper concludes with a discussion of important principles and guidelines that should underlie and inform such collaborative efforts and a summary of the implications of the findings for the design of CALL pre-service teacher education programs.

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The impact of multi‐word units in early foreign language learning and teaching contexts: A systematic review

Schulz

Hamilton

Wonnacott

et al. 2023

Review of Education

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This systematic review reports on research investigating the impact of multi‐word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot‐filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously, primary school L2 instruction is on the rise worldwide and the importance of MWUs is acknowledged in curricula, teacher education and teaching materials. Therefore, the incentive of this review is to systematically report the state of the art of research regarding the impact of MWU instruction in early L2 teaching contexts. The review covers English, German and French research into typically developing monolingual children aged 5–12 learning an L2 in instructed teaching settings. Only two of the total results (n = 2233) met the inclusion criteria. Following quality assessment using the Mixed Methods Appraisal Tool and based on a narrative synthesis of available results, we cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. We highlight the lack of research evidence and conclude that existing research lacks robust evidence that MWU input already established in teaching contexts has a measurable effect on specific aspects of students' L2 attainment, such as productive skills. Although we promote MWU's potentially facilitating role in L2 development, we call for more classroom‐based intervention research on MWUs in primary school contexts to enable much‐needed evidence‐based recommendations for L2 teaching to support L2 learning outcomes in primary schools. Context and implicationsRationale for this studyResearch has shown that multi‐word units (MWUs) are key catalysts for L1 and L2 learning. MWUs are crucial to current primary school L2 teaching and their importance is acknowledged in curricula. This review systematically examines the scientific evidence for the effectiveness of MWU instruction on L2 attainment.Why the findings matterOur review cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. This lack of evidence is striking since early L2 instruction is on the rise worldwide and MWUs are already integral parts of L2 curricula, teacher education and teaching materials.Implications for the research community and policy makersGiven our findings, we call for more research in instructed settings to better understand the impact of MWU input on specific aspects of students' L2 attainment, such as productive skills. Based on such work, researchers could provide policy makers and practitioners with evidence‐based recommendations that help integrate MWU input into L2 curricula and teaching in such a way that is most beneficial for young students' L2 attainment.

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Preparing Teachers for Technology-Supported ELT

Cited by 7 publications

References 8 publications

Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing

Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing

Collaborative research projects in the technology-enhanced language classroom: Pre-service and in-service teachers exchange knowledge about technology

The impact of multi‐word units in early foreign language learning and teaching contexts: A systematic review

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