"Actually, It's Real Work": EFL Teachers' Perceptions of Technology-Assisted Project-Based Language Learning in Lebanon, Libya, and Syria

Autor/in	Garib, Ali
Titel	"Actually, It's Real Work": EFL Teachers' Perceptions of Technology-Assisted Project-Based Language Learning in Lebanon, Libya, and Syria
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 4, S.1434-1462 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garib, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3202
Schlagwörter	Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Faculty Development; Language Teachers; Phenomenology; Videoconferencing; Teaching Methods; Student Projects; Active Learning; Foreign Countries; Barriers; Lebanon; Syria; Libya + Suchen Sie Ihr Suchwort? Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Ausland; Libanon; Syrien; Libyen
Abstract	English as a foreign language (EFL) teachers in under-resourced contexts are prone to constraining factors influencing their interactive and technological pedagogical choices. To cast light on this population of EFL teachers' technology-integrated interactive teaching practices, such as technology-assisted project-based language learning (TAPBLL), this study examines EFL teachers' perceptions of TAPBLL before and after its implementation in Lebanon, Libya, and Syria. Survey and interview data were collected from 25 EFL teachers. The interviews were conducted via WebEx and Zoom between Fall 2020 and Spring 2021. The analysis of the data was guided by a phenomenological approach and the author identified themes from the participants' responses. The findings reveal that all teachers in the three contexts perceive TAPBLL as a desired teaching approach although they encountered a number of challenges when attempting to implement it. The findings provide implications for further research and teacher professional development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01