Finding the Right Fit: Exploring ESL Teachers and Students' Perceptions of iLit ELL, a Technology-Based Literacy Program's Use with High School English Language Learners

Autor/in	Shahbazi, Sara
Titel	Finding the Right Fit: Exploring ESL Teachers and Students' Perceptions of iLit ELL, a Technology-Based Literacy Program's Use with High School English Language Learners
Quelle	In: International Journal of E-Learning & Distance Education, 35 (2020) 1, (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	English (Second Language); Language Teachers; English Language Learners; Second Language Instruction; Technology Integration; Instructional Effectiveness; High School Students; Teacher Attitudes; Language Attitudes; Student Motivation; Individualized Instruction; Personal Autonomy; Scaffolding (Teaching Technique); Professional Development; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Sprachverhalten; Schulische Motivation; Individualisierender Unterricht; Individuelle Autonomie; Ausland; Kanada
Abstract	The purpose of this interpretative phenomenological study was to explore the lived experiences of ESL secondary teachers and their perceptions towards the use, effects, and integration of iLit ELL, a technology-based language program designed for English language learners, as well as the perceived effects the program had on students' motivation and attitudes towards learning English. Data were collected using teacher interviews, student focus groups, and final reflections, as well as researcher observations and field notes. The collected data were analyzed through the steps of Interpretive Phenomenological Analysis to broaden the breadth and depth of the content and complexity of each narrative independently. Data were then compared across individual experiences and interpreted in a dynamic and active process that involved double hermeneutics. Based on the data collected throughout the study, findings indicated that technology integration is affected by teachers' adaptability to change; teacher mindset affects teachers' acceptance, integration, and effective use of technology; when applied purposefully, technology and differentiated instruction increases student motivation and teachers' efficiency; and technology with embedded scaffolds can enhance student autonomy and motivate student learning. From the emerging themes, the following recommendations are suggested for stakeholders and future research: differentiated professional development for teachers; applying consistent school and system-wide supports and beliefs on technology; adopting a universal designs method to teaching; further exploring teacher perceived efficacy and actual performance of technology integration; and a comparative study exploring best instructional models. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01