Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers

Autor/inn/en	Rubrico, Jessie Grace U.; Hashim, Fatimah
Titel	Facebook-Photovoice Interface: Empowering Non-Native Pre-Service English Language Teachers
Quelle	In: Language Learning & Technology, 18 (2014) 3, S.16-34 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Preservice Teachers; English Teachers; English (Second Language); Teaching Skills; Scaffolding (Teaching Technique); Second Language Learning; Action Research; Social Networks; Educational Technology; Technology Uses in Education; Attitude Measures; Feedback (Response); Reflection; Teaching Methods; Student Empowerment; Cooperation; Foreign Countries; Student Journals; Questionnaires; Comparative Analysis; Language Teachers; Malaysia + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Zweitsprachenerwerb; Projektforschung; Social network; Soziales Netzwerk; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Studienberechtigung; Co-operation; Kooperation; Ausland; Studentenzeitung; Fragebogen; Language teacher; Sprachunterricht
Abstract	Engaging non-native pre-service English teachers who are still learning the language themselves requires two tasks: facilitating their language teaching skills and scaffolding their language learning. This action research interfaced Facebook and Photovoice technologies in order to empower participants to be proactive in their language learning and teaching skills. Using pedagogy of empowerment and collaboration, the researchers tracked the participants' impressions regarding the interface's role in strategizing their language learning and teaching skills enhancement. Data for this study are the participants' mid- and post-semester feedback, reflection papers, and engagement matrix from the class Facebook page. Results suggest that the instructional design of blending technology (i.e., Facebook and Photovoice), pedagogy of empowerment, and collaboration was effective in empowering participants to take responsibility for their own learning, thereby improving their language learning and teaching skills. (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10