The impact of call instruction on English language teachers’ use of technology in language teaching

Download

index.pdf

Date

2012

Author

Kılıçkaya, Ferit

Metadata

Show full item record

Item Usage Stats

489
views

462
downloads

This study investigates the impact of CALL training on in-service language teachers’ use of CALL-based activities in their classrooms and what factors influence their use of these activities in their classroom. The participants included 35 pre-service English as a Foreign Language (EFL) teachers who took an undergraduate-level elective CALL course (FLE318) offered during the 2008-2009 academic year in the Department of Foreign Language Education at Middle East Technical University and 25 of these participants who started teaching English during the Fall semester in the academic year 2009-2010 at several private and state institutions. Both quantitative and qualitative research methods were applied. The journals kept by the participants during and after the training, the lesson plans of micro and macro teaching, the questionnaires given to the participants to determine their perceived computer knowledge, the interview sessions held with the participants’ on their practices showed that the training provided to the participants helped them infuse a variety of CALL-based materials and tools into their classroom practices. The analyses also indicated that the most paramount factors or issues that affect the infusion of CALL-based materials in language teaching and learning are the school environment, curriculum, and the national exams.

Subject Keywords

English language, Computer-assisted instruction., English teachers, Educational technology.

URI

http://etd.lib.metu.edu.tr/upload/12614108/index.pdf
https://hdl.handle.net/11511/21245

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The Perceptions of EFL pre-service teachers about cooperative learning Çakmak Akpolat, Ebru; Savaş, Perihan; Department of Foreign Language Education (2016) This study was an investigation into the perceptions and the experiences of EFL preservice teachers of about cooperative learning strategy in their educational setting. The study also revealed if there were any differences between the 2nd grade and the 4th grade EFL pre-service teachers about the issue. The study was conducted with 148 pre-service teachers from the Foreign Language Education department in a state university in Ankara, Turkey. The main data collection instrument was a questionnaire. The key ...
An investigation of the effectiveness of theme based syllabus on the motivation of freshman students at Atılım University Can, Seçkin; Daloğlu, Ayşegül; Department of English Language Teaching (2009) This research investigates whether students’ motivation improves when thematic syllabus is employed in the classroom. This is the first time a theme-based integrated skills syllabus is employed at Atılım University Departmental English Language Studies Unit. With the outcome of the questionnaires conducted by the administration, it was realized that content is an important motivating factor and employing a theme-based syllabus can have a positive effect on students’ motivation. For this research, firstly an...
The Role of perceived teacher affective support and sense of relatedness in achievement emotions of middle school students in EFL classrooms Kök, Ezgi Hazal; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2017) The aim of the present study was to investigate the role of perceived teacher affective support and sense of relatedness in middle school students’ achievement emotions experienced in EFL classes. The study also included individual variables (gender and grade level) to examine the relationship between these variables and English achievement emotions. There were 810 5th, 6th, and 7th grade students who participated from two districts in Ankara and were administered Achievement Emotions Questionnaire- English...
The experiences of students with disabilities in an english language teacher education program: a case study on preservice teachers with visual impairments Çınarbaş, Halil İbrahim; Karaman, Abdullah Cendel; Department of English Language Teaching (2016) This qualitative case study aimed to explore the experiences of two pre-service teachers with visual impairments in an English language teaching teacher education program in terms of inclusive practices, accessibility, need accommodation, and institutional issues. Two pre service teachers with visual impairments, four teacher educators, six peers, and three administrators participated in this study. The data were collected through individual and focus group interviews, observations, reflective journals, and...
A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey Dönmez, Melek; Baran, Evrim; Gökalp, Gökçe; Department of Educational Sciences (2016) The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the vide...

Citation Formats

F. Kılıçkaya, “The impact of call instruction on English language teachers’ use of technology in language teaching,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.