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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience: Levy 2015

The article considers the role of qualitative research methods in CALL through describing a series of examples. These examples are used to highlight the importance and value of qualitative data in relation to a specific research objective in CALL. The use of qualitative methods in conjunction with other approaches as in mixed method research designs are a particular focus. It is argued that qualitative methods are especially effective when used in this way. The discussion also aims to elaborate upon the role of qualitative approaches within CALL specifically, as a domain for research study with particular attributes that require a qualitative orientation. Here the use of electronic dictionaries is considered. Dictionary use is suited to such a discussion because it occurs frequently in everyday life, suggesting a qualitative approach, as well as in research studies that are strictly controlled, as in a quantitative approach. The contrast is instructive and helps demonstrate the respective strengths and limitations of each method. Also central to the discussion is the language learner. A number of the studies described emphasize the importance of listening to the students’ voice in the qualitative component (e.g., Conole, 2008; Jones, 2003). It is in the unpacking of what students actually do moment-by-moment in CALL tasks and activities that best illustrate the strengths of qualitative methods in enhancing our understanding of mediated learning and thereby driving productive research agendas.
Shona Whyte's insight:
Best article of 2015 - "The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience" by Mike Levy. Now 'open access' for a short time through Equinox!
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Bridging the gaps: Using social media in pre-service language teacher education

Bridging the gaps: Using social media in pre-service language teacher education | TELT | Scoop.it
To use technology effectively in the language classroom, pre-service teachers must develop basic techno-pedagogical competences for the classroom and learn to select from abundant online resources. Research underlines the importance of autonomous, collaborative and networked approaches to in-service teacher education and the present empirical study extends this model to pre-service trainees. It investigates whether constructivist principles of group collaboration, web-based research, and social networking can inform effective course design for pre-service teachers of several target languages and to what extent these teachers can acquire techno-pedagogical skills, learn to filter online content, and adopt collaborative learning practices without direct contact with learners. Group projects involving online curation, wikis and social media were analysed and results show progress in techno-pedagogical competences, collaborative skills, and attitudes to ICT, suggesting social media can allow trainee teachers to benefit from and contribute to online teaching and learning resources, laying the groundwork for ongoing professional development.
Shona Whyte's insight:

Constructivist teacher education for constructivist language teaching with technology.  Unexpected benefits of content curation for wider teaching community.

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Shona Whyte's curator insight, July 17, 2014 1:46 AM

Une approche socio-constructiviste à la formation de futurs enseignants de langue qui permet de développer des compétences techno-pédagogiques mais aussi des pratiques collaboratives transférables à la classe de langue

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Alsic: Vol. 16 | 2013

Alsic: Vol. 16 | 2013 | TELT | Scoop.it

Les premiers textes du volume 16, 2013 sont parus :

Rubrique Recherche 
 Pascal Grégoire et Thierry Karsenti, Le processus de révision et l’écriture informatisée – Description des utilisations du traitement de texte par des élèves du secondaire au Québec

Rubrique Pratique et recherche 
 Marie-Josée Hamel, Analyse de l’activité de recherche d’apprenants de langue dans un prototype de dictionnaire en ligne

Rubrique Analyse de livres 
 Jacques Crinon, Analyse de TIC et métiers de l’enseignement supérieur 
 Marco Cappellini, Analyse de Researching Online Foreign Language Interaction and Exchange. Theories, Methods and Challenges

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Asp : la revue du GERAS (anglais de spécialité)

Asp : la revue du GERAS (anglais de spécialité) | TELT | Scoop.it

"ASp publishes peer-reviewed research articles and reviews related to the field of English for Specific Purposes (ESP) for both teaching and research. The thematic and non-thematic issues aim to give an insight into the specifics of ESP, notably in its linguistic, discursive, cultural and didactic aspects, and also to develop our knowledge of the various specific English registers used for different purposes."

Shona Whyte's insight:

I have a paper in Volume 63, but it's not open access:

 

Shona Whyte: Teaching ESP: A task-based framework for French graduate courses

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Roselink's curator insight, March 15, 2013 11:20 AM

ESP (English for Specific Purposes)

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Étude expérimentale de la perception de la modalité à travers l’intonation en anglais

Étude expérimentale de la perception de la modalité à travers l’intonation en anglais | TELT | Scoop.it
En anglais comme en français, on peut formuler une question sans changer la syntaxe d’un énoncé, simplement en lui associant une intonation interrogative.

 

Jean-Marie Merle et Peter Prince, « Étude expérimentale de la perception de la modalité à travers l’intonation en anglais », TIPA. Travaux interdisciplinaires sur la parole et le langage [En ligne], 28 | 2012, mis en ligne le 29 octobre 2012, consulté le 06 janvier 2013. URL : http://tipa.revues.org/202

Shona Whyte's insight:

Cette étude empirique de la perception d'intonation compare les réactions à des énoncés interrogatifs et déclaratifs de natifs anglophones et de non-natifs (francophones) de niveaux d'anglais différents.  Trente énoncés ont été enregistrés en versions interrogative et déclarative (You're alright Kimberley? versus You're alright Kimberley) par une femme et un homme, puis trois groupes de 24 étudiants ont écouté les 120 énoncés en ordre aléatoire utilisant un casque et des poussoirs réponse.  Les variables dépendantes sont le temps de réponse et le nombre d'erreurs.  

 

On trouve un effet de niveau : les plus avancés distinguent énoncés déclaratifs et interrogatifs plus rapidement et avec moins d'erreurs (anglophones > étudiants avancés > étudiants moins avancés).  Il y a aussi un effet de langue maternelle : les francophones sont plus lents à reconnaître les interrogatifs, à l'inverse des anglophones.  Les auteurs voient chez les francophones un effet de transfert du schéma intonatif interrogatif français (utilisé couramment comme seul indice pour distinguer la modalité interrogative en français) et attribuent la compétence plus fine des anglophones au statut marqué de ce schéma en anglais.

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Teachers’ beliefs and practices regarding learner autonomy

Borg, S., & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.

 

Abstract

This paper describes a project about the beliefs and practices regarding learner autonomy (LA) held by English language teachers in a university language centre. A distinctive feature of this project was the manner in which professional development workshops for the teachers were informed by prior research about these teachers’ perspectives on LA. Following a brief rationale for the project, we outline its research component before illustrating how this shaped the teacher workshops. The model for relating research and professional development we illustrate here is one that we believe can be applied more generally in supporting teacher development and institutional change in ELT.

Shona Whyte's insight:

Watch an 18 minute video of Simon Borg presenting a paper he co-authored with Saleh Al-Busaidi on teachers' beliefs about learner autonomy

http://www.tesolacademic.org/Video%20clips/2012/RPNov12SB.wmv

 

 

The paper is published in ELT Journal and accessible via subscription.

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"Listen and do" songs for young learners

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A straightforward account of teaching songs to young learners including step-by-step instructions, plus some theoretical background and links for more song resources.

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Developing and integrating teacher competences in language acquisition, pedagogy and technology

My paper on "Developing and integrating teacher competences in language acquisition, pedagogy and technology."  (Actes du colloque FICEL sur l'évolution et professionalisation des enseignants de langues)

 

The paper discusses key competences required for teaching languages with technology, and concludes with examples of projects combining research, pedagogy and technology including:

 

"the EU lifelong learning project iTILT, Interactive Technologies in Language Teaching (Whyte, Cutrim Schmid & van Hazebrouck, 2011). In this project, language researchers and teacher trainers offer professional development in the use of the interactive whiteboard (IWB) to practising language teachers with learners at all levels. After initial training, class sessions at the board are filmed, and followed by debriefing sessions with both teachers and learners. Short video clips of selected lesson episodes are then presented on the project website together with lesson plans, lesson files, and teacher and learner commentary to aid other teachers in using the IWB for language teaching. The project website also includes a variety of related resources and dissemination tools, and as teacher training and data collection proceed, the project partners inform their networks of developments via blogs and social media. Thus teaching, training and research are closely interrelated as the project teachers develop their digital  and pedagogical skills, the researchers observe classroom interaction and teacher development, and trainers create resources for future professional development using feedback from the project teachers."

 

The iTILT website (http://itilt.eu) will soon go live, allowing language teachers and teacher educators access to this free open educational resource on the interactive whiteboard (IWB) in communicative language teaching.

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Shona Whyte's curator insight, April 12, 2013 6:16 AM

Communication au colloque DILTEC, 2011.

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Viewing mobile learning from a pedagogical perspective | Kearney

Viewing mobile learning from a pedagogical perspective | Kearney | TELT | Scoop.it

Article on mobile learning in teacher education from a socio-cultural perspective, Research in Learning Technology (ALT), 2012.

 

Abstract:

 

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.

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Chilean 12th graders’ Attitudes towards English as a Foreign Language

This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile.
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Straightforward example of attitude research with EFL classroom learners, including full questionnaire used in the study

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Connaissances, capacités et réflexion en enseignement-apprentissage des langues : Ghisla, Bausch & Boldrini, 2013

"

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Currents in Language Learning: Language Learning - Volume 63, Issue Supplement (March 2013 - OPEN ACCESS)

Currents in Language Learning: Language Learning - Volume 63, Issue Supplement (March 2013 - OPEN ACCESS) | TELT | Scoop.it

Foreword (Ortega & Cumming):

 

"Currents in Language Learning provides programmatic state-of-the-art overviews of current issues in the language sciences and their applications in first, second, foreign, heritage, and bi/multilingual language acquisition in naturalistic and tutored contexts. […]

 

In this first issue of Currents in Language Learning, board members and editors consider their own areas of enquiry. […]

 

The research agendas concern the following areas:

- progress and relevance in second language acquisition (Ortega);

- Usage-Based Linguistics (Ellis, O’Donnell, & Ro ̈mer);

- age effects in language learning (DeKeyser);

- second language pragmatics (Bardovi-Harlig);

- vocabulary knowledge (Jarvis);

- transfer of learning in second language instruction (Larsen-Freeman);

- language, literacy, and culture (Cumming);

- academic language development in schools (Schleppegrell);

- Practice Theory (Young and Astarita);

- evolutionary perspectives on language (Schumann). 

Shona Whyte's insight:

Really interesting range of papers from the heavy hitters in North American second language research.  Free download, plus podcast version.

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The Phases of CALL (Fischer 2013): CALICO Journal Audio

The Phases of CALL (Fischer 2013): CALICO Journal Audio | TELT | Scoop.it
30(1) A Conceptual Overview of the History of the CALICO Journal: The Phases of CALL

 

Podcast of recent journal articles.

Shona Whyte's insight:

Audio recording of research articles from top computer-assisted language learning journal CALICO produced using text-to-speech software.  A good way to optimise your commute, and to get round the paywall if you don't have a CALICO subscription, though it has a little of that "at the next roundabout, take the second exit" quality ...

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Mesure du potentiel des tâches d’interaction

Mesure du potentiel des tâches d’interaction | TELT | Scoop.it
Nous présentons ici une étude expérimentale destinée à évaluer le potentiel acquisitionnel de différentes tâches d’interaction réalisées en binômes par des apprenants de français langue étrangère.

 

Cosereanu-Declerck, E. (2012). Travaux interdisciplinaires sur la parole et le langage, 28.

Shona Whyte's insight:

Une étude empirique d'interactions par des étudiants de FLE lors de tâches d'interaction d'écart d'information effectuées en binôme par clavardage et à l'oral : a) raconter une scène de film vue par les deux étudiants, l'un avec audio l'autre sans ; b) trouver les différences dans deux images similaires ; c) résoudre une énigme écrite.  Les variables dépendantes sont le nombre d'interactions négociées et de rétroactions correctives.  Il n'y a pas d'effet de la tâche sur le nombre de routines de négociation, mais apparemment un effet de modalité ( plus de négociations par clavardage qu'à l'oral ).  On observe également plus de négociations et de corrections dans des binômes à niveau linguistique dissymétrique, et plus de corrections lors de la tâche de comparaison d'images.

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Searching the Net in the Google Age: Call for papers (Jonathan James)

Searching the Net in the Google Age: Call for papers (Jonathan James) | TELT | Scoop.it
STNGA 2013 : Call for Papers Edited Volume on Searching the Net in the google Age
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ELT storytelling: Robert Jones

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Rationale and ideas for teaching learners to tell personal stories, including a template (abstract, orientation, remarkable event, reaction, coda) and practice activities (4-3-2 retells), based on research and classroom experience.

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Video Self-Assessment for Language Learners

Video Self-Assessment for Language Learners | TELT | Scoop.it

Rob Hirschel, Sojo University, Japan Craig Yamamoto, Sojo University, Japan Peter Lee, Sojo University, Japan Hirschel, R., Yamamoto, C., & Lee, P. (2012). Video self-assessment for language learners.  Studies in Self-Access Learning Journal, 3 (3), 291-309.

 

Abstract:

Students were video recorded performing similar tasks at both the outset of the academic year in April and towards the year-end in December. Student participants (N=123) viewed both videos in December and completed identical questionnaires with regard to both videos. The questionnaire sought to elicit students’ (1) satisfaction with their English ability, (2) interest in speaking English, (3) ability to interact in English, (4) enjoyment of communication in English, and (5) confidence in speaking English. Mean scores for all items were higher (all statistically significant) for the December videos. In a similar survey comparing students’ perceptions of improvement during their eight months of study, learners participating in the video treatment (N=143) reported higher scores of improvement than the control group (N=107) for all items (2, 4, and 5 achieving statistical significance). Initial results appear to indicate that student videos are correlated with a positive effect upon students’ interest in, enjoyment of, and confidence in speaking English, but not with perceptions of increased general English ability or ability to interact in English. The findings are applicable to teachers and advisors of individual learners, who wish to empower their students in realizing progress for language learning endeavors that can sometimes seem tenuous.

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Improving teacher talk through a task-based approach: ELT Journal article

Improving teacher talk through a task-based approach: ELT Journal article | TELT | Scoop.it

This is a short video by the authors of a 2011 ELT Journal paper: Moser, J., Harris, J. and Carle, J. (2012).  ‘Improving teacher talk through a task-based approach.'

 

Abstract:

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach ‘communicative English’ for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher centred. In our course, through a task-based approach including the use of digital recorders for self-transcribing, teachers were able to practise providing rich comprehensible input as well as scaffolding in English through role-playing classroom tasks. The before and after performances of two teachers doing a listen-and-draw task is analysed to demonstrate the importance of training in teacher talk. In concluding the article, we review the participants’ survey feedback for the course. Our hope is that the article provides a convincing argument for teacher-talk training as well as offering a model for similar courses.

 

Shona Whyte:

The authors describe how they set up a task-based training module for Japanese primary teachers.  They recommend Slattery and Willis' 2004 handbook English for Primary Teachers. The authors used Ana Maria Pinter's 4 suggestions for teacher talk in the second language classroom:

1. adjusting speed

2. modifying language

3. repeating language

4. adding gestures

They added a fifth recommendation:

5. managing visual aids

 

You can access the full article if you have a subscription to ELT Journal

http://eltj.oxfordjournals.org/content/66/1/81.abstract

 

Photo http://flic.kr/p/bymxe9 @pterolaur

 

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