Toward Langua‐technocultural Competence

Sauro, Shannon; Chapelle, Carol A.

doi:10.1002/9781118914069.ch30

Cited by 18 publications

(9 citation statements)

References 34 publications

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“…This can be attributed to the motivating aspect of technology integration, as shown by various researchers (e.g. Jamieson & Chapelle, 2008;Thomas, 2009;Sauro & Chapelle, 2017;Ismajli, & Krasniqi, 2018). That the students were positive about technology integration is also compatible with the findings that the use of technology is perceived as a motivating strategy in foreign language classes (Kennedy, 2006).…”

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confidence: 60%

Technology and Content Integration for English Language Learners in a Vocational High School

Kuzucu¹,

Kartal

2020

Journal of Computer and Education Research

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This exploratory study investigated the effectiveness of technology and content integration in a foreign language class in a vocational high school with a total of 41 students. The experimental group received technology-enhanced content integrated instruction, designed specifically for learning needs based on scaffolding design guidelines for educational software. The control group followed the regular textbook. In addition to scaffolding e-books developed for the study, freely available web-based and augmented reality applications were employed. The results showed that the experimental group significantly outperformed the control group in content tests, one of the language tests, and a writing task. No significant difference was observed between the groups in the general language test, but within group comparisons showed significant increased for the experimental group for sub-test scores. Recommendations are offered for the teachers, researchers, and policy makers seeking solutions for the low foreign language achievement in vocational high schools.

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confidence: 60%

Technology and Content Integration for English Language Learners in a Vocational High School

Kuzucu¹,

Kartal

2020

Journal of Computer and Education Research

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“…Especially, as the requirement for technology use in language teaching is relatively higher in comparison to other fields (Kartal, 2005), the use of contemporary technological facilities for language learning and teaching comes into prominence. The significant link between language and culture and the mediating influence of technology or techno-culture must be considered by studies on CALL to account for the 21st-century challenges of teaching and communicating across languages and cultures (Sauro & Chapelle, 2017). However, as teachers and material developers need a mechanism to incorporate innovation into teaching, and because the contexts of language learning and use change rapidly, its utilization is still limited to teachers' skills and attitudes.…”

Section: Review Of Literaturementioning

confidence: 99%

English as a Foreign Language Teachers’ Techno-Cultural Awareness Levels and Self-Reported Competencies

Çakır

Kurnaz²

2022

Acta Educationis Generalis

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Introduction: In line with technological developments, many educational institutions offer students and teachers technical opportunities to benefit both inside and outside the schools. From the perspective of utilizing technology for a more effective language learning and teaching process, the present study aims to reveal techno-cultural awareness levels and self-reported competencies of secondary school English as a Foreign Language (EFL) teachers working in Turkey. Methods: A total of 36 secondary school teachers participated in the study, and data were collected through a questionnaire and focus group interview. The focus group interview was conducted after the quantitative data analysis so that the quantitative data results guided the focus group interviews. Results: The study’s findings show that participants have positive attitudes towards using technology in EFL classes However, most participants still feel they are not competent enough to utilize it for instructional purposes. In this context, all participants agree that the education they received during pre-service and in-service training offered by the Ministry of National Education (MoNE) is insufficient. Discussion: The results obtained from data analysis are in parallel with some other studies. According to the findings, pre-service teacher training programmes need to be developed in line with the needs and expectations of teachers and learners regarding the use of technology in language teaching. Furthermore, it is suggested that teachers should be supported with much more comprehensive in-service training programmes to keep them up-to-date. In this regard, professional development programmes based explicitly on improving teachers’ technological awareness would motivate them to teach and significantly impact their self-reported capabilities. Limitations: This study was limited to 36 participants working in secondary schools in the same province. Therefore, the results cannot be generalized to all language teachers. Furthermore, the data collection process was carried out using questionnaires and focus group interviews. Conclusions: What makes this study significant is that teachers are central to the research. From this point forth, the current study results reveal the analysis of the data obtained from a small province of Turkey. However, the study shows significant and representative results because the teachers included in the study are individuals with the same educational levels. They have graduated from different universities in Turkey, and their working environments somewhat reflect Turkey’s working environments. Considering the differences between teachers’ positive attitudes towards technology utilization in EFL classes and their capabilities, it is argued that in-service and pre-service training programmes should be reviewed to overcome these deficiencies and keep up with the new developments.

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“…Technological affordances and culture Sauro and Chapelle (2017) pointed at the intersection between linguistic and cultural competences mediated by technology and used in the digital spaces and platforms where interaction between learners occurs, coining the term languatechnocultural competence. Taking into account that "affordances neither belong to the environment nor the individual, but rather to the relationship between individuals and their perceptions of environments" (Parchoma, 2014, p. 361), participants from different cultural groups could perceive the social interactive affordances provided by Information And Communication Technology (ICT) tools differently, affecting the way they use technology (Tu, 2000).…”

Section: 2mentioning

confidence: 99%

Virtual exchange: towards digital equity in internationalisation

Satar¹

2021

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This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange.

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Toward Langua‐technocultural Competence

Cited by 18 publications

References 34 publications

Technology and Content Integration for English Language Learners in a Vocational High School

Technology and Content Integration for English Language Learners in a Vocational High School

English as a Foreign Language Teachers’ Techno-Cultural Awareness Levels and Self-Reported Competencies

Virtual exchange: towards digital equity in internationalisation

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