Student Teachers and CALL: Personal and pedagogical uses and beliefs

Hlas, Anne Cummings; Conroy, Kelly; Hildebrandt, Susan A

doi:10.1558/cj.26968

Cited by 14 publications

(12 citation statements)

References 21 publications

(27 reference statements)

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“…There are many other aspects of teacher preparation impacted by these developments. Many researchers have observed an appreciation for the importance of using technology in teaching (Hlas, Conroy, & Hildebrandt, ; Kessler, ). However, there has long been a reluctance to use technology for language teaching even when teachers have received preparation.…”

Section: Challenges In Teacher Technology Preparationmentioning

confidence: 99%

Technology and the future of language teaching

Kessler

2018

Foreign Language Annals

297

176

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We are living in a time with unprecedented opportunities to communicate with others in authentic and compelling linguistically and culturally contextualized domains. In fact, language teachers today are faced with so many fascinating options for using technology to enhance language learning that it can be overwhelming. Even for those who are inclined to experiment with emerging technologies, it can be challenging to identify which resources, tools, or Web sites may best fit a particular lesson, activity, or goal. Many of the most compelling opportunities are situated within the same global social and technology trends that have become commonplace in our daily lives, including social media, artificial intelligence, big data, and augmented reality. This article addresses the extent to which technology‐mediated social interactions dominate our daily lives, how we can leverage those interactions to the benefit of our learners, and how we can engage them in learning experiences in ways that will encourage them to practice language extensively.

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Section: Challenges In Teacher Technology Preparationmentioning

confidence: 99%

Technology and the future of language teaching

Kessler

2018

Foreign Language Annals

297

176

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“…Many researchers have argued that teachers (their attitudes, beliefs, and preferences) play a crucial role in the success of CALL methodology (e.g., Albirini, 2006;Atkins & Vasu, 2000;Beatty, 2003;Egbert, Paulus, & Nakamichi, 2002;Goertler & Winke, 2008;Cummings Hlas, Conroy, & Hildebrandt, 2017;Hong, 2010;Hoven, 2007;Hubbard, 2004Hubbard, , 2008Hubbard & Levy, 2006a, 2006bKessler, 2006Kessler, , 2007Kessler, , 2010Lam, 2000;Levy, 1997;Liu, Theodore, & Lavelle, 2004;Lord & Lomicka, 2011;Luke & Britten, 2007;Peters, 2006;Pokrivcakova et al, 2015;Straková & Cimermanová, 2018;Williams, Abraham, & Bostelmann, 2014 and others).…”

Section: Preparing Foreign Language Teachers For Applying Ai and Icallmentioning

confidence: 99%

Preparing teachers for the application of AI-powered technologies in foreign language education

Pokrivčáková

2019

Journal of Language and Cultural Education

180

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As any other area of human lives, current state of foreign language education has been greatly influenced by the latest developments in the modern information communication technologies. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it summarizes eight types of AI-powered tools for foreign language education and related results of the existing research, however scarce it is. Third, it discusses the frame for effective preparation of foreign language teachers in order to integrate AI-powered tools into their teaching to make it easier, less time-consuming and more effective. The author argues for reconsideration of the existing frames of requirements for CALL teachers.

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“…Teachers' positive attitudes towards CALL materials development help improve their teaching expertise, foster confidence, positive attitudes, and teaching efficiency (Tomlinson, 2003(Tomlinson, , 2012. Thus, the skills necessary for CALL materials development should be included in EFL teacher preparation programs (Dashtestani, 2014) together with the way teachers' digital mindsets are established by everyday digital practices (Cummings-Hlas et al, 2017;Tour, 2015) influence activity design and lesson planning.…”

Section: Language Teachers As Language Researchersmentioning

confidence: 99%

Non-Native Teachers Investigating New Englishes

Krajka

2021

AULA_ABIERTA

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While teacher-as-methodology-researcher paradigm in the area of methodology is quite firmly established, teacher-as-language-researcher is less common, especially in teacher training programmes. Much less emphasis is placed on equipping teachers (especially non-natives) with skills of language analysis, hypothesis posing, data retrieval and analysis. The use of ready-made language corpora in preparing classroom data and creating materials is still inadequately covered in teacher training programmes, let alone putting future teachers in the shoes of linguistic researchers observing the changing face of English. The purpose of this paper is to present a case for promoting teacher-as-language-researcher attitudes in the graduate teacher training programme. A case study is presented, in which student teachers were gradually introduced into New Englishes, through existing corpora, text retrieval and compilation, and — finally — do-it-yourself concordancing. The data from questionnaires and teacher diaries will illuminate upon the viability of self-made corpus compilations as a part of 21st century digital literacy.

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Student Teachers and CALL: Personal and pedagogical uses and beliefs

Cited by 14 publications

References 21 publications

Technology and the future of language teaching

Technology and the future of language teaching

Preparing teachers for the application of AI-powered technologies in foreign language education

Non-Native Teachers Investigating New Englishes

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