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CALL Teacher Education and L2 Teachers’ Use of Technology: A Simultaneous Analysis of the Process of L2 Teachers’ Technology Integration

홍광희
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2011.12|영어교육연구 (English Language Teaching)|제23권 제4호|pp. 25-46|DOI 10.17936/pkelt.2011.23.4.002

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키워드

teacher educationCALLCALL teacher educationtechnology education
주제분류영어와문학

초록

Previous studies on the efficacy of CALL (Computer-Assisted Language Learning) teacher education suggest that L2 teachers’ technology integration is multi-dimensional. Although the findings contribute to our understanding of the relationship among the factors involved in the process of L2 teachers’ technology integration, there is little empirical research that investigates more systematically the effect of CALL teacher education by simultaneously examining the interrelation among the factors in the process. The purpose of the present study is to fill this lacuna in the literature. Through path analysis, this study presents the results of data from 200 L2 teachers working in secondary public schools across an entire county in a Midwestern state of the United States. The findings show that L2 teachers’ use of CALL technology in the classroom is affected by the teachers’ prior CALL teacher education experience, even if other factors also influence, directly or indirectly, L2 teachers’ use of computer technology.

Abstract

Previous studies on the efficacy of CALL (Computer-Assisted Language Learning) teacher education suggest that L2 teachers’ technology integration is multi-dimensional. Although the findings contribute to our understanding of the relationship among the factors involved in the process of L2 teachers’ technology integration, there is little empirical research that investigates more systematically the effect of CALL teacher education by simultaneously examining the interrelation among the factors in the process. The purpose of the present study is to fill this lacuna in the literature. Through path analysis, this study presents the results of data from 200 L2 teachers working in secondary public schools across an entire county in a Midwestern state of the United States. The findings show that L2 teachers’ use of CALL technology in the classroom is affected by the teachers’ prior CALL teacher education experience, even if other factors also influence, directly or indirectly, L2 teachers’ use of computer technology.

참고문헌 (60)

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관련 논문AI추천

CALL technology education for L2 teachers: Does it work?홍광희한국멀티미디어언어교육학회 · 멀티미디어 언어교육2009 · 제12권 제2호The Influence of School Climate on L2 Teachers’ Useof Computer Technology홍광희, Keiko K. Samimy외국어교육연구소 · 외국어교육연구2009 · 제23권 제1호Teachers as CALL Learners: Perceptual Shifts on Technology in a CALL Class하명정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제1호Pre-service Teachers’ Perspectives and Expectations on CALL Instruction in the Teacher Training Program김규미한국멀티미디어언어교육학회 · 멀티미디어 언어교육2011 · 제14권 제2호Factors Influencing Technology Use: EFL Teachers’View정희정팬코리아영어교육학회 · 영어교육연구2009 · 제21권 제1호Pre-service English Teachers’ Perception and Practices of Digital Literacy: The case of Hong Kong박문영한국영어영문학회 · 영어영문학2023 · 제28권 제1호

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