The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes

Abstract

The swift development of technology has had a considerable effect on teaching, especially in foreign language classes, and the rising procedure of using creative technology to help teachers’ instruction and learning indicates the growing domination of technology in academic environments. In addition, teacher professional development significantly affects enhancing the teaching quality, especially the quality of educational activities within the class. Nevertheless, the shortage of workshops on professional development education made educators reliant on informal education where they worked and learned collectively with classmates in mini-groups to enhance their technology usage. The functions of technology-based instruction in the process of learning have not been taken into account in the professional development programs in the Chinese context so far, and consequently, this review takes a look at this issue. In a nutshell, this review of literature has suggestions for academics, theoreticians, and experts in search of inspecting the roles of technology in teacher professional development programs.

Rhizo-Création de la capacité d'intégration technologique des enseignant.e.s de langue seconde

“…Methodologically, rhizoanalysis (Masny, 2016) was deployed to map change and potentialities in pre-service teachers becoming with/in the agencements 1 ("assemblage," in English; Deleuze & Guattari, 1987) of an ongoing research project associated with the design and delivery of a 12-week TEDCALL online graduate course. This article also relates to recommendations by Hubbard (2019) and Zhang (2022) to prepare pre-and in-service L2 teachers to engage with change, as technological innovations are constantly reconfiguring L2 teaching and learning practices. This article puts forth the idea that Deleuze and Guattari's relational ontology of becoming can help achieve this goal, as it provides conceptual and methodological resources to think and work with/in intricate and ever-changing circumstances (Bangou & Vasilopoulos, 2018).…”

Padlet Mobile Training Model for Novice Omani EFL In-service Teachers

“…The advancement of technology has significantly impacted instruction, particularly in foreign language classes, and the expanding practice of using educational technology to support instructors' instruction and learning points has contributed to the technology's rising power in academic settings (Zhang, 2022). As a result of incorporating technology into daily life, it is time to reevaluate the idea of incorporating it into educational programs and concentrate on how it may support learning (Boonmoh, Jumpakate, & Karpklon, 2021).…”

Efecto del “Boosting my pronunciation” en los elementos suprasegmentales de acento, pausas y tono del inglés en estudiantes de idiomas en una universidad peruana

“…De acuerdo a la metodología utilizada en el proceso enseñanza-aprendizaje de un segundo idioma, se advierte una serie de deficiencias en el desarrollo de la capacidad de producción oral del idioma inglés, por la poca preparación y certificación de los docentes que enseñan el idioma en el nivel secundario de los colegios públicos (Aguilar Pérez & Hernández Alipi, 2022). De acuerdo con Pearson Education (2019), solo el 27% de docentes del idioma inglés cuentan con certificación para impartir clases, es decir, cuentan con título en educación y la especialidad en idioma inglés, por este motivo que el nivel de los estudiantes de secundaria en su mayoría no son los óptimos para alcanzar un dominio aceptable que pueda satisfacer las necesidades comunicativas requeridas en un futuro, sobre todo si desea alcanzar niveles superiores de formación donde la interacción con el idioma será más común y necesario, no solo para su certificación sino también para su formación en investigación (Zhang, 2022).…”