Language Teachers and Their Trajectories across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers

Autor/inn/en	Karamifar, Banafsheh; Germain-Rutherford, Aline; Heiser, Sarah; Emke, Martina; Hopkins, Joseph; Ernest, Pauline; Stickler, Ursula; Hampel, Regine
Titel	Language Teachers and Their Trajectories across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers
Quelle	In: TESL Canada Journal, 36 (2019) 3, S.55-81 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Language Teachers; Correlation; Technology Integration; Second Language Learning; Second Language Instruction; English (Second Language); Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Management Systems; Teacher Attitudes; Educational Needs; Cross Cultural Studies; Information Technology; Teaching Methods + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Educational need; Bildungsbedarf; Cultural comparison; Kulturvergleich; Informationstechnologie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, we present the initial results of the first phase of our international Research Network, which sets out to revisit the current needs of language teachers in terms of training to achieve the integration of technology within their educational contexts. We focus on the type of needs and their order of priority from the viewpoint of English as a Second/Foreign Language (ESL/EFL) teachers and suggest some recommendations for training programs. These data, collected via an online questionnaire distributed in several countries, were analyzed quantitatively and qualitatively in relation to participants' perceptions of needs regarding language education technology, as well as participants' perceptions of the "ideal" teacher, and their relation to the use of technology. Results indicate that despite overall satisfaction regarding training received, many teachers mention their need for a posttraining follow-up. They also express interest in developing "learning task design" skills and in exploring course management platforms such as Moodle. Furthermore, while most participants fully or partially agree with the relationship between technology and excellence in language teaching, their definition of the "ideal" language teacher rarely includes the use of technology. A shift in "ideal" teacher beliefs seems, therefore, necessary for better adoption and use of technology in language education. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01