A reality check on students' preparedness for 21st century CALL activities
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The information age requires students to develop and hone a different set of literacies in order to cope with information overload; to efficiently use technology to access, adapt and create knowledge; and to benefit from the networked society (Warschauer, 2003). Moreover, there is a growing trend today toward using new types of web applications (e.g., wikis and blogs) in language classrooms to provide students with meaningful language learning experiences. However, a 25 year history of Computer-Assisted Language Learning (CALL) research has provided little information regarding students' computer access and usage patterns, and the state of their computer literacy (Barrette, 2001; Winke & Goertler, 2008). This study investigated 389 university students who were learning English as a foreign language in relation to their computer ownership, usage patterns, and levels of perceived Information and Communication Technology (ICT) skills. The study also explored how students perceived the usefulness of ICT in language learning and their interest in integrating ICT into the language classrooms. Findings from the questionnaire suggested that substantial training should be made available to students and that these aspects should be considered when designing and implementing CALL courses.
Abstract
The information age requires students to develop and hone a different set of literacies in order to cope with information overload; to efficiently use technology to access, adapt and create knowledge; and to benefit from the networked society (Warschauer, 2003). Moreover, there is a growing trend today toward using new types of web applications (e.g., wikis and blogs) in language classrooms to provide students with meaningful language learning experiences. However, a 25 year history of Computer-Assisted Language Learning (CALL) research has provided little information regarding students' computer access and usage patterns, and the state of their computer literacy (Barrette, 2001; Winke & Goertler, 2008). This study investigated 389 university students who were learning English as a foreign language in relation to their computer ownership, usage patterns, and levels of perceived Information and Communication Technology (ICT) skills. The study also explored how students perceived the usefulness of ICT in language learning and their interest in integrating ICT into the language classrooms. Findings from the questionnaire suggested that substantial training should be made available to students and that these aspects should be considered when designing and implementing CALL courses.
참고문헌 (37)
- Barrette, C. M., "Students' preparedness and training for CALL", CALICO Journal, 19(1), pp.5~36 (2001)
- Chapelle, C., "Tips for teachers: Computer-assisted language learning" (2008), Pearson Longman
- Commission on Behavioral and Social Scie, "How people learn: Brain, mind, experience and school" (2000), National Academy of Sciences
- Crystal, D., "Language and the Internet" (2001), Cambridge University Press
- Crystal, D., "English as a global language" (2003), Cambridge University Press
- Dörnyei, Z., "Questionnaires in second language research: Construction, administration, and processing" (2003), Lawrence Erlbaum
- "The Student Information Technology Use and Skills in Higher Education: 2005 Survey Questionnaire"[URL]
- Egbert, J., "The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education", Language Learning and Technology, 6(3), pp.108~126 (2002)
- Gruba, P., "Playing the videotext: A media literacy perspective on video-mediated L2 listening", Language Learning and Technology, 10(2), pp.77~92 (2006)
- Johnson, B., "Educational research: Quantitative, qualitative, and mixed approaches" (2004), Pearson Education Inc
- Kaminski, K., "Technology literate students? Results from a survey", EDUCAUSE Quarterly, 26(3), pp.34~39 (2003)
- Kasper, L. F., "New technologies, new literacies: Focus discipline research and ESL learning communities", Language Learning & Technology, 4(2), pp.105~128 (2000)
- Kellner, D., "Technological transformation, multiple literacies, and the re-visioning of education", E-Learning, 1(1), pp.9~37 (2004)
- Kern, R., "Perspectives on technology in learning and teaching languages", TESOL Quarterly, 40(1), pp.183~210 (2006)
- "Shaping the future mobile information society: The case of the Republic of Korea. Retrieved Oct. 22"[URL]
- Lam, Y., "Technophilia vs. technophobia: A preliminary look at why second language teachers do or do not use technology in their classrooms", The Canadian Modern Language Review, 56(3), pp.389~420 (2000)
- Law, N., "Cross-national policies and practices on information and communication technology in education", pp.15~30 (2003), Information Age Publishing Inc.
- Levine, T., "Computer use, confidence, attitudes, and knowledge: A causal analysis", Computers in Human Behavior, 14(1), pp.125~146 (1998)
- Levy, M., "CALL dimensions: Options and issues in computer-assisted language learning" (2006), Lawrence Erlbaum Associates Liu, M.
- Moore, Z., "A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000", Journal of Research on Technology in Education, 34(3), pp.250~273 (2003)
- McEuen, S. F., "How fluent with information technology are our students?", EDUCAUSE Quarterly, 24(4), pp.8~17 (2001)
- McLuhan Associates, "If it works, it’s obsolete" (1986), Marshall McLuhanisms
- "Retrieved October 17, 2008"[URL]
- Murray, D. E., "Technologies for second language literacy", Annual Review of Applied Linguistics, 25, pp.188~201 (2005)
- New London Group, "A pedagogy of multiliteracies: Designing social futures", Harvard Educational Review, 66, pp.60~92 (1996)
- "A global imperative: The report of the 21st century literacy summit. Retrieved October 17, 2008"[URL]
- Roussos, P., "The Greek computer attitudes scale: Construction and assessment of psychometric properties", Computer in Human Behavior, 23, pp.578~590 (2007)
- "The ECAR study of undergraduate students and information technology. Retrieved October 29, 2008"[URL]
- Sifakis, N. S., "Facing the globalisation challenge in the realm of English language teaching", Language and Education, 17(1), pp.59~71 (2003)
- Tapscott, D., "Growing up digital: The rise of the Net generation" (1998), McGraw Hill
- Warschauer, M., "Electronic literacies: Language, culture, and power in online education" (1999), Erlbaum
- Warschauer, M., "The changing global economy and the future of English teaching", TESOL Quarterly, 34(3), pp.511~535 (2000)
- Warschauer, M., "Millennialism and media: Language, literacy, and technology in the 21st century", AILA Review, 14, pp.49~59 (2001)
- Warschauer, M., "Dissecting the "digital divide": A case study in Egypt", Information Society, 19, pp.197~304 (2003)
- Warschauer, M., "Sociocultural perspectives on CALL in : CALL research perspectives", pp.41~51 (2005), Lawrence Earlbaum
- Winke, P., "Did we forget someone? Students' computer access and literacy for CALL", CALICO Journal, 25(3), pp.482~509 (2008)
- Zhao, Y., "Research in technology and second language learning: Developments and directions" (2005), Information Age Publishing