The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience

Levy, Mike

doi:10.1558/cj.v32i3.26620

Cited by 46 publications

(31 citation statements)

References 9 publications

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“…Such methods would allow researchers to account for multiple learner and task variables, which are inevitably present in any language learning context, and thus lead to more precise results and richer interpretations of them (Cunnings, 2012). As far as qualitative analyses are concerned, we agree with Levy (2015) that they are most effective when used in combination with quantitative analyses in mixed-methods designs and that their primary goal should be "closing in on the learner's experience" (p. 554). Furthermore, future replication studies would strengthen the findings from past DDL research with small sample sizes (see Chun, 2012).…”

Section: Table 1 Design Features Of the Studies In This Issuementioning

confidence: 55%

Corpora in language teaching and learning

Boulton¹

2017

Lang. Teach.

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This timeline looks at explicit uses of corpora in foreign or second language (L2) teaching and learning, i.e. what happens when end-users explore corpus data, whether directly via concordancers or integrated into CALL programs, or indirectly with prepared printed materials. The underlying rationale is that such contact provides the massive contextualised exposure needed for language learning, but in a more controlled way than purely haphazard exposure via regular reading or listening, thus promoting or enhancing noticing, language awareness, autonomy, and ultimately producing ‘better learners’. It interweaves with many other notions in language teaching, from authenticity and autonomy to induction and constructivism, taking in much of what we know about language from corpus linguistics itself – its fuzzy, probabilistic nature and the importance of lexical patterns, collocations, chunks, frequencies and distributions. Commonly known as data-driven learning or DDL (Johns 1990), the approach goes back several decades; yet despite its impressive pedigree, a frequent lament is that it remains a marginal practice. Teachers may not be aware of DDL if it is absent from their initial training, or may see it as a research activity confined to higher education. While corpus consultation may appear too demanding for school-age learners, there are connections with the web searches that are already a frequent practice for many. Though lack of uptake is sometimes attributed at least in part to a dearth of empirical research, this claim is increasingly difficult to defend, as witnessed by the number of entries in this timeline and the hundreds of others not included. For a balanced discussion of the limits of DDL as well as what it can reasonably achieve, see Kaltenböck & Mehlmauer-Larcher (2005).

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Section: Table 1 Design Features Of the Studies In This Issuementioning

confidence: 55%

Corpora in language teaching and learning

Boulton¹

2017

Lang. Teach.

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“…Considering the positive attitude, low anxiety, and confidence levels of the students to technology in the classroom, the researchers might state that the technological based projects can become an alternative learning activity to prepapre pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries as to encourage local teachers integrating the best and wisest use of technology into lessons (see, for instance, Baraya, 2002;Kozma & Anderson, 2002;Tekin & Polat, 2014;Zander, 2004;Aduwa-Ogiegbaen & Iyamu, 2005;Sales & Emesiochl, 2004;Levy, 2015). Also, the projects can be activities to deal with a concern (Kubiatko et al, 2010) that prospective teachers need to have technology-based courses and training so that they can plan, practice, and try to integrate technology into their teaching practices confidently.…”

Section: The Students' Confidence Of Using the Technologymentioning

confidence: 99%

“…In the Republic of Palau, an island republic in Micronesia located in the southeast of the Philippines, Sales and Emesiochl (2004) report that the country has made an active effort to adopt and integrate educational technology into its public schools since the late 1980s. In Vietnam, the National Foreign Language 2020 project is directing technology standards for language teachers, establishing VietCALL, a new organization that plays a primary role in implementing the standards (Levy, 2015).…”

Section: Introductionmentioning

confidence: 99%

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Mali

Timotius

2018

IJE

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This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

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“…In adopting a qualitative approach, this study offered preservice teachers a level of autonomy in selecting specific parts from their practical teaching experience and the opportunity to record sessions in specific pupil age range and cultural/institutional settings. It also gave 'a voice' to preservice teachers to share their experiences throughout this process (Levy, 2015). The study was conducted during the fall of 2015.…”

Section: Methodsmentioning

confidence: 99%

Self-evaluation using iPads in EFL teaching practice

Allen¹,

Hadjistassou²,

Richardson³

2016

CALL Communities and Culture – Short Papers From EUROCALL 2016

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Abstract. The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE) site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors' feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, selfevaluation and the pursuit of possible paths for improvement.Keywords: iPads, ESL, EFL, pre-service teachers, teaching practice, self-evaluation. IntroductionMobile devices, which fuse technology, culture, communication, learning and gaming, challenge some of the most salient social and cultural boundaries while at the same time inviting a discussion into their role in molding cultural expectations for teaching, learning, communication, and socialization. In ESL/EFL pedagogy and teacher preparation, scholarly research on mobile-based learning has delved into the pedagogical and learning implications of mobile devices (Goodwin-Jones, 2011;Hockly & Dudeney, 2014;Kinash, Brand, & Mathew, 2012; KukulskaHulme, 2009 (2015) have demonstrated that smartphones could form effective tools for assessing EFL student teachers' teaching practices in Ecuador. However, limited attention has been paid to the use of iPads as tools to record and facilitate self-evaluation among pre-service teachers on teaching practice in geographically remote locations. MethodThis study aimed to investigate the role of iPads as tools to evaluate pre-service teachers' teaching practice and their perception on the integration of iPads in the selfconfrontation of the teachers with video recordings of their performance. In adopting a qualitative approach, this study offered preservice teachers a level of autonomy in selecting specific parts from their practical teaching experience and the opportunity to record sessions in specific pupil age range and cultural/institutional settings. It also gave 'a voice' to preservice teachers to share their experiences throughout this process (Levy, 2015). The study was conducted during the fall of 2015. Five female primary preservice teachers enrolled in a teaching practice course at a Swedish academic institution were provided with an iPad mini for their five-week practicum. The preservice course aimed to offer preservice teachers practical teaching opportunities to teach English to primary school children in diverse locations, such as Kenya and Tanzania. All...

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The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience

Cited by 46 publications

References 9 publications

Corpora in language teaching and learning

Corpora in language teaching and learning

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Self-evaluation using iPads in EFL teaching practice

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