Evaluating Technology Integration in a Vietnamese University Language Program

Autor/inn/en	Gruba, Paul; Chau Nguyen, Ngoc Bao
Titel	Evaluating Technology Integration in a Vietnamese University Language Program
Quelle	In: Computer Assisted Language Learning, 32 (2019) 5-6, S.619-637 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gruba, Paul) ORCID (Chau Nguyen, Ngoc Bao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1527365
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Foreign Countries; Technology Integration; Departments; English (Second Language); College Second Language Programs; Administrator Attitudes; College Faculty; Teacher Attitudes; Resource Allocation; Blended Learning; Program Evaluation; Program Descriptions; School Policy; Universities; Vietnam + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Department; Abteilung; English as second language; English; Second Language; Englisch als Zweitsprache; Fakultät; Lehrerverhalten; Ressourcenallokation; Programme evaluation; Programmevaluation; Schulpolitik; University; Universität
Abstract	In the main, evaluation in CALL has focused on the assessment of the individual use of technology in accord with the principles of second language acquisition. Now that CALL focuses on the full integration of technology in language programs, evaluators are urged to take into account a wide range of factors that span institutional policy, departmental culture and classroom practice. In this study, we use an argument-based approach to evaluate technology integration within an English language program at a leading university in Vietnam. Using a layered approach and qualitative techniques to gather data, we examine how administrators and lecturers at the departmental, or meso, level perceive technology integration in an English language program. Results of the study inform technology integration, stakeholder identification, resource allocation and curriculum interpretation, and concludes with a discussion of the utility of blended language program evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01