A Cross Case Analysis of Computer Use among ELL University Instructors in Taiwan

Autor/in	Yang, Wan-Lin
Titel	A Cross Case Analysis of Computer Use among ELL University Instructors in Taiwan
Quelle	(2012), (318 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2673-4171-6
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; English (Second Language); Language Teachers; Computer Uses in Education; Second Language Instruction; Case Studies; Grounded Theory; Teacher Attitudes; Technology Integration; Classroom Techniques; Fear; Teaching Styles; Taiwan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Computernutzung; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Klassenführung; Furcht; Lehrstil; Unterrichtsstil
Abstract	This study explored the use of computers by Taiwanese English language learning (ELL) teachers at Colleges of Technology in Taiwan. A cross case analysis of four teachers was undertaken to examine these teachers' actions, beliefs, and the contexts they teach in so as to illuminate issues related to the implementation of computers for instructional purposes. Methods from the grounded theory research tradition were employed in the analysis of qualitative data. In terms of beliefs, results indicate that teachers consider technology to have a dehumanizing impact on ELL teaching and learning. They also consider that technology is useful for efficient classroom management. Further, while teachers believe that technology motivates students, it can also be distracting to students and encourage off-task behavior. They also believe that technology implementation requires more time than it is worth. In terms of actions, results indicate that teachers resist a sense of disempowerment that results from top down punitive evaluations through passive aggressive actions such as cutting corners and cosmetic compliance. However, they also ask for more technology training to ameliorate their technophobia. In terms of context, this study revealed that when technology is used, teacher centeredness and control remains. Technology does not essentially change instructional style or classroom culture. Also, the top down Ministry of Education evaluation punishes schools that fail to meet evaluative standards by furnishing them fewer resources. This results in the schools' increased vulnerability. Teachers perceive this misaligned evaluative measure as punishing them and their schools unfairly thus having a damaging impact on morale and appropriate technology implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10