Investigating Pedagogical Challenges of Mobile Technology to English Teaching

Autor/inn/en	Jie, Zhang; Sunze, Yu
Titel	Investigating Pedagogical Challenges of Mobile Technology to English Teaching
Quelle	In: Interactive Learning Environments, 31 (2023) 5, S.2767-2779 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jie, Zhang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1903933
Schlagwörter	Barriers; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Handheld Devices; Telecommunications; College Faculty; Teacher Attitudes; Learning Processes; Anxiety; Instructional Innovation; Thinking Skills; Distance Education; Computer Assisted Instruction; Language Teachers; Higher Education; Foreign Countries; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Telekommunikationstechnik; Fakultät; Lehrerverhalten; Learning process; Lernprozess; Angst; Educational Innovation; Bildungsinnovation; Denkfähigkeit; Distance study; Distance learning; Fernunterricht; Computer based training; Computerunterstützter Unterricht; Language teacher; Sprachunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland
Abstract	Digital education with mobile technology is becoming a global trend. This study considers language teachers' challenges related to open distance teaching in higher education. Twenty-eight university lecturers participated in the semi-structured interviews and expressed their opinions on how mobile technologies impacted the nature of teaching and learning in tertiary education. In particular, four themes associated with teaching English in the context of mobile technologies were discussed: (1) technology mediation, (2) disruptive pedagogy, (3) English teaching, and (4) learning flexibility. The results show that mobile technology and pedagogical innovation are not challenging for teachers. Instead, psychological anxiety, extended pedagogical roles, and learning flexibility are the challenging issues. Based on the results, a theoretical framework for digital education and a learning model for digital native students are proposed. This study suggests further work to promote pedagogy that connects students with higher-level thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01