Cultural-Historical Activity Theory as a Framework for Exploring Pre-Service Teachers' Use of an Intelligent Tutoring System for English Language Proficiency

Autor/inn/en	Ballantyne, Derek; Livingston, Candice; Garraway, James
Titel	Cultural-Historical Activity Theory as a Framework for Exploring Pre-Service Teachers' Use of an Intelligent Tutoring System for English Language Proficiency
Quelle	In: Africa Education Review, 18 (2021) 3-4, S.1-24 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ballantyne, Derek) ORCID (Livingston, Candice) ORCID (Garraway, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2150245
Schlagwörter	Preservice Teachers; Technology Uses in Education; Intelligent Tutoring Systems; English (Second Language); Language Teachers; Language Proficiency; Language Skills; Student Attitudes; Foreign Countries; Preferences; In Person Learning; Second Language Learning; Electronic Learning; South Africa + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Intelligentes Tutorsystem; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Ausland; Zweitsprachenerwerb; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study was to examine pre-service teachers' perceptions of their use of an intelligent tutoring system (ITS) as an English language proficiency tool. Pre-service teachers' perceptions were analysed using Engeström's second-generation cultural-historical activity theory (CHAT). A qualitative interpretivist paradigm was used. Six pre-service teachers who were learning to be English home language teachers but were not English home language speakers were interviewed. The study's findings indicated that when the ITS was integrated into an activity system for teaching and learning, participants had a favourable opinion of it. The ITS was perceived to aid pre-service teachers in enhancing their language skills and to be instrumental in achieving goals and objectives as a tool for learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01