A Critical Reflection on Integrating Informational Technology into EFL Curriculum: An EFL Teacher's Inquiry

Autor/in	Chen, Jin-Shan
Titel	A Critical Reflection on Integrating Informational Technology into EFL Curriculum: An EFL Teacher's Inquiry
Quelle	(2011), S.464-470 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Second Language Learning; Second Language Instruction; Web Sites; Electronic Publishing; Criticism; Visual Aids; Course Content; Foreign Countries; Developmental Stages; English (Second Language); Technology Integration; Language Teachers; Reflective Teaching; Teacher Attitudes; Personal Narratives; Ethics; Web Based Instruction; College Faculty; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Web-Design; Elektronisches Publizieren; Kritik; Anschauungsmaterial; Kursprogramm; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Erlebniserzählung; Ethik; Web Based Training; Fakultät
Abstract	This paper examines the reflective practices of integrating informational technology into English curriculum of an EFL (English as a foreign language) teacher in Taiwan over a decade. The teaching experiences have been reconstructed and represented through first person narrative inquiry, highlighting the conflicts the teacher encountered, the resolutions she came up with and the ways she repositioned herself and her teaching practices. The transformational processes of the teacher's teaching are roughly divided into three developmental stages. She called the first stage as "The transplanting operation stage". During this period, the computer technology served as visual aids and information resources for both learning and teaching in her English curriculum and she evaluated her teaching via pedagogical reflections mainly at technical and practical level. The second stage, "The reflective practicing stage", appears to be the transitional period, during which the teacher experienced tremendous changes in academic lives. In addition to regular course instruction, she was, from year to year, assigned to develop a series of campus-wide projects for extra-curricular learning enhancement, including the establishment of an online English forum and the construction of a college blog for the promotion of autonomous learning communities. Moving into the third stage, "The expansive learning stage", she was learning to re-examine English learning and teaching from a different perspective at multiple levels, with particular emphasis on the uniqueness of EFL context and its inevitable influences on the English learning and teaching activities and the necessity of crossing the regional, ethical, cultural and language boundaries of EFL learning through informational technology. This paper represents an EFL teacher's inquiry into the insights of computer- and/or Web-enhanced language learning and teaching in EFL context. Examples and critical evaluation of the productions and works of the teacher are provided. [The first version of this paper was presented in the 2010 Asian Conference on Education (ACE), December 2, 2010, Osaka, Japan and included in the conference proceeding.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10