Using the ADDIE Model to Nurture the Development of Teachers' CALL Professional Knowledge

Autor/inn/en	Yeh, Hui-Chin; Tseng, Sheng-Shiang
Titel	Using the ADDIE Model to Nurture the Development of Teachers' CALL Professional Knowledge
Quelle	In: Educational Technology & Society, 22 (2019) 3, S.88-100 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Computer Assisted Instruction; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Technology Integration; Teaching Methods; Educational Improvement; Instructional Effectiveness; Models; Instructional Design; Lesson Plans; Teacher Attitudes; Preservice Teachers; Teacher Education Programs; Pedagogical Content Knowledge; Technological Literacy; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Analogiemodell; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Pädagogische Kompetenz; Technisches Wissen; Ausland
Abstract	Although teacher training programs can deliver knowledge of ways to integrate technology into English as a Foreign Language (EFL) lessons, teachers may not achieve sustainable improvement in their Computer Assisted Language Learning (CALL) professional knowledge as they cannot not reflect on the effectiveness of their lessons through actual practice. This study contributes to the literature by illustrating how the integration of the ADDIE model with teachers' lesson design influenced their CALL professional knowledge. Six EFL teachers participated in an 18-week course in which they designed, delivered, and revised a CALL lesson based on the ADDIE model. Results showed that the teachers demonstrated significant improvement in their CALL professional knowledge. The contextual analysis facilitated the teachers' development of pedagogical knowledge by re-examining the current English teaching and learning issues. Through lesson design, the teachers reported that they could move away from traditional printed textbook instruction and paper-and-pencil tests to the computer-assisted language instruction, thus sharpening their online searching skills using open educational resource tools for English teaching. The implementation and evaluation of the lessons was valuable for teachers to evaluate their lessons by observing students' learning behaviors and performance, which elevated teachers' confidence in the use of computer-assisted language instruction for English teaching. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01