The Use of ICT among Pre-Service English Language Teachers

Yet, Tam Suet; Noordin, Nooreen

doi:10.5296/ijele.v5i1.10779

Cited by 2 publications

(1 citation statement)

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“…Studies on teachers" learning on the use of ICT (e.g. Alelaimat et al, 2020;Ciptaningrum, 2018;Yet & Noordin, 2017) conclude that ICT Professional Development (PD) for teachers comprise of standardize, one-size-fit all programs that show teachers how to use the technology hardware and software. Pre-service teachers at the English Language and Education Depart-ment at this university in Yogyakarta, have received training on how to use an online learning management system for learning purposes.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

Ciptaningrum

Putro

Sari

et al. 2021

REiD

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This research aims at investigating the knowledge of ICT integration among the students of English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions on their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains 1 open-ended questions in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.

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Section: Discussionmentioning

confidence: 99%

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

Ciptaningrum

Putro

Sari

et al. 2021

REiD

View full text Add to dashboard Cite

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Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

Chandran¹,

Hashim²

2021

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The concept paper discusses the self-paced formative assessment in the context of the ESL classroom vocabulary instruction. In this paper, the concept is discussed along with the history and emergence of language learning strategies from the core of language theories. The explorations of past studies reveal the importance of an assessment method that helps learners identify their needs and their preferred learning strategies. The self-paced assessment technique is described as self-directed and important in helping learners acquire vocabulary more effectively. The study focuses on past studies that document the implications, issues of employing self-paced assessment in the second language classroom, the advantage and constrains on self-paced assessment in context of second language classroom. Primary ideas like word recognition, the three-tier model and word meanings are discussed to elaborate the concept of self-paced assessment and how it should work in vocabulary instruction. The major implications of this study are in the designing and implementation of second language lessons where teachers should focus more on providing room for learners to direct their assessments. As for future researches, a sound methodology for experimentation is recommended to fully explore the feasibility of self-paced assessments in the ESL classroom. It is believed that self-paced formative assessment would enhance vocabulary mastery among ESL learners. Hence, this paper explains how self-paced formative assessment assists in learning vocabulary.

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The Use of ICT among Pre-Service English Language Teachers

Cited by 2 publications

References 5 publications

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

Self-Paced Formative Assessment: Concept and Applications in Learning ESL Vocabulary

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