Fostering EFL Teachers' CALL Competencies through Project-Based Learning

Autor/inn/en	Tseng, Sheng-Shiang; Yeh, Hui-Chin
Titel	Fostering EFL Teachers' CALL Competencies through Project-Based Learning
Quelle	In: Educational Technology & Society, 22 (2019) 1, S.94-105 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Computer Assisted Instruction; Student Projects; Active Learning; Educational Benefits; Language Skills; Language Teachers; Pedagogical Content Knowledge; Technological Literacy; Preservice Teachers; Group Discussion; Lesson Plans; Essays; Outcomes of Education; Preservice Teacher Education; Student Attitudes; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Schulprojekt; Aktives Lernen; Bildungsertrag; Language skill; Sprachkompetenz; Language teacher; Sprachunterricht; Pädagogische Kompetenz; Technisches Wissen; Gruppendiskussion; Lesson planning; Unterrichtsplanung; Essay; Aufsatzunterricht; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Ausland
Abstract	Project-based learning (PBL), a learning-by-doing practice, has been used for enhancing English as a Foreign Language (EFL) students' language skills. However, the extent to which and how EFL teachers develop or improve Computer-Assisted Language Learning (CALL) competencies while experiencing PBL remain unexplored. For this study an 18-week PBL project was designed to improve EFL teachers' CALL competencies. A total of 12 EFL prospective teachers were recruited to participate in a sequence of activities: class observations, group discussions, and the design of lesson plans. Pre- and post- TPACK (technological pedagogical content knowledge) surveys were administered to measure participants' improvement of CALL competencies. Qualitative data, including class observation notes, lesson plans, group discussion records, and reflective essays, were collected to triangulate and complement survey results. The survey results showed that the prospective teachers demonstrated higher levels of CALL competencies after the PBL project. Using the qualitative data, this study explicitly documented the benefits which prospective teachers may obtain and the problems they may face when participating in a PBL project. The findings can help future teacher educators understand how to design and implement effective teaching training for CALL competency development. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01