東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

English language teachers' perceptio...

Feng, Yu Lin.

Linked to FindBook

Google Book

Amazon

博客來

English language teachers' perceptions of computer-assisted language learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	English language teachers' perceptions of computer-assisted language learning./
Author:	Feng, Yu Lin.
Description:	370 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3549718
ISBN:	9781267862570

English language teachers' perceptions of computer-assisted language learning.
Feng, Yu Lin.

English language teachers' perceptions of computer-assisted language learning. - 370 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2012.

A growing number of studies have reported the potential use of computer-assisted language learning (CALL) and other types of technology for ESL and EFL students. So far, most studies on CALL have focused on CALL-classroom comparisons (Chenoweth & Murday, 2003; Chenoweth, Ushida, & Murday, 2007; Fitze, 2006; Neri, Mich, Gerosa, & Giuliani, 2008), students' perceptions of and attitudes toward CALL (Lee, 2005; Lin, Winaitham, & Saitakham, 2008; Winke, Goertler, & Amuzie, 2010; Miyazoe & Anderson, 2010), and students' preparedness and training for CALL (Altun, 2004; Barrette, 2001; Winke & Goertler, 2008). Clearly, research already offers new insights based on students' own voices and experiences in CALL environments. However, little attention has been paid to the experiences and perceptions of teachers, especially those who are teaching adult English language learners (Bloch, 2004; Byrne, 2007; Chang, 2007; Chinnery, 2008; Hampel & Stickler, 2005; Marriott & Torres, 2009). Even though CALL applications can potentially energize ESL/EFL students, it is clear that, without technologically prepared teachers, the CALL environment might not be effective.

ISBN: 9781267862570Subjects--Topical Terms:

1018012
Education, Technology of.

English language teachers' perceptions of computer-assisted language learning.
LDR:04773nam a2200313 4500 001 1962094
005 20140730075028.5
008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267862570
035 $a (MiAaPQ)AAI3549718
035 $a AAI3549718
040 $a MiAaPQ $c MiAaPQ
100 1 $a Feng, Yu Lin. $3 2098115
245 1 0 $a English language teachers' perceptions of computer-assisted language learning.
300 $a 370 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Roberto L. Torres.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2012.
520 $a A growing number of studies have reported the potential use of computer-assisted language learning (CALL) and other types of technology for ESL and EFL students. So far, most studies on CALL have focused on CALL-classroom comparisons (Chenoweth & Murday, 2003; Chenoweth, Ushida, & Murday, 2007; Fitze, 2006; Neri, Mich, Gerosa, & Giuliani, 2008), students' perceptions of and attitudes toward CALL (Lee, 2005; Lin, Winaitham, & Saitakham, 2008; Winke, Goertler, & Amuzie, 2010; Miyazoe & Anderson, 2010), and students' preparedness and training for CALL (Altun, 2004; Barrette, 2001; Winke & Goertler, 2008). Clearly, research already offers new insights based on students' own voices and experiences in CALL environments. However, little attention has been paid to the experiences and perceptions of teachers, especially those who are teaching adult English language learners (Bloch, 2004; Byrne, 2007; Chang, 2007; Chinnery, 2008; Hampel & Stickler, 2005; Marriott & Torres, 2009). Even though CALL applications can potentially energize ESL/EFL students, it is clear that, without technologically prepared teachers, the CALL environment might not be effective.
520 $a This study explored ESL and EFL teachers' experiences and perceptions towards the use of CALL to teach adult English language learners, and how CALL could impact language teaching and learning. Furthermore, this study explored a number of factors affecting the ESL and EFL teachers' integration of CALL. For the qualitative data collection, sixteen participants (8 ESL & 8 EFL) were interviewed for approximately 40 -- 60 minutes and asked to share their background information and to reflect on their perceptions about CALL in English teaching and learning. For the quantitative data collection, eighty participants (40 ESL & 40 EFL) took approximately 5 -- 10 minutes to complete the study's survey (PCALLS). In the PCALLS, participants were asked to describe their background information and perceptions toward CALL. The procedure to analyze the data comprised two phases, corresponding to the three qualitative and three quantitative research questions. Data gleaned from in-depth interviews were analyzed utilizing the phenomenological approach to data analysis; data obtained from survey were analyzed using the SPSS 18.0 package for Mac.
520 $a Overall findings indicated that the ESL and EFL teachers in this study held positive perceptions and attitudes toward the integration of CALL. However, technology was recognized as a momentous but supplementary tool and was used in a predominantly traditional way and a teacher-centered setting. Findings also suggested that the ESL and EFL teachers in CALL-integrated classrooms were more classroom facilitators and less information providers who developed students' ability to learn English independently. Hence, with respect to the roles of teachers, there is an inconsistency between the ESL and EFL teachers' beliefs and actual practices. With respect to learning from participation in CALL, students with any English proficiency level benefited, students enhanced their language skills, and students had ample opportunities to interact with authentic English language materials and native speakers of English. Furthermore, with respect to teaching, CALL promoted innovative teaching practices, increased English teaching effectiveness, and improved instructional approaches and strategies. Finally, teacher-, student- and instructiona-related factors were related to effective use of CALL in classrooms. Practical implications for instructional practice and school policymakers and administrators included the creation of a "CALL Club," the creation of a "Mentoring Committee," the use of free resources available online, and the requirement of CALL-related training in preservice ESL/EFL teacher preparation programs.
590 $a School code: 1187.
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Teacher Training. $3 783747
690 $a 0710
690 $a 0441
690 $a 0530
710 2 $a Texas A&M University - Kingsville. $b Teacher and Bilingual. $3 2098116
773 0 $t Dissertation Abstracts International $g 74-05A(E).
790 $a 1187
791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3549718