The Impact of CALL Instruction on English Language Teachers' Use of Technology in Language Teaching

Autor/inn/en	Kiliçkaya, Ferit; Seferoglu, Gölge
Titel	The Impact of CALL Instruction on English Language Teachers' Use of Technology in Language Teaching
Quelle	1 (2013) 1, S.20-38 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Computer Assisted Instruction; Undergraduate Study; Private Schools; Public Schools; Lesson Plans; Microteaching; Questionnaires; Instructional Materials; Teaching Methods; Universities; Foreign Countries; Technology Integration; Preservice Teachers; Teacher Education; Elective Courses; Interviews; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Computer based training; Computerunterstützter Unterricht; Grundstudium; Private school; Privatschule; Public school; Öffentliche Schule; Lesson planning; Unterrichtsplanung; Fragebogen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Ausland; Lehrerausbildung; Lehrerbildung; Elective course; Wahlkurs; Interviewing; Interviewtechnik; Türkei
Abstract	This study investigates the impact of CALL training on in-service language teachers' use of CALL-based activities in their classrooms. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of Foreign Language Education at Middle East Technical University and 25 of these participants who started teaching English during the Fall semester in the academic year 2009-2010 at several private and state institutions. The journals kept by the participants during and after the training, the lesson plans of micro and macro teaching, the questionnaires given to the participants to determine their perceived computer knowledge, the interview sessions held with the participants' on their practices showed that the training provided to the participants helped them infuse a variety of CALL-based materials and tools into their classroom practices. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01