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A mixed-method study of EFL teachers’ Internet use in language instruction

A mixed-method study of EFL teachers’ Internet use in language instruction. Candy 陳科萩. The Journal Article.

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A mixed-method study of EFL teachers’ Internet use in language instruction

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  1. A mixed-method study of EFL teachers’ Internet use in language instruction Candy 陳科萩

  2. The Journal Article Journal article: A mixed-method study of EFL teachers’ Internet use in language instructionArticle resource:Teaching and Teacher EducationAuthor: Chen, Y. APA reference: Chen, Y. (2008). A mixed-method study of EFL teachers’ Internet use in language instruction. Teaching and Teacher Education ,24, 1015-1028

  3. Abstract and Introduction • Nowadays, the development of the Internet has influenced language teaching/learning gradually. To facilitate the improvement of teacher preparation for Internet used, it’s important to study the factors influencing teachers in integrating the Internet into their instruction. Thus, the study focus on the factors influencing EFL teachers’ use of the Internet, and address Northern Taiwan institutions and teachers of higher education.

  4. Research Questions • To what extent do EFL teachers in higher education institutions in Northern Taiwan make use of the Internet in their teaching? How do they use the Internet? • What are the factors that influence the use of the Internet by Northern Taiwanese EFL teachers in higher education institutions? • What are the issues and barriers that these EFL teachers encounter when trying to incorporate the Internet into their instruction?

  5. Methodology • Research design: mixed-method • Participants • Quantitative: A total of 311 EFL teachers from Northern Taiwanese higher education. • Qualitative: 22 of the responding teachers(11 male and 11 female)

  6. Method • Instruments: (1)Questionnaire and interview protocol (2)Eight Independence variables (3)Dependence variable: Internet use • Procedure: Preparation of survey instrument and interview protocol: literature review, review the items developed on the questionnaire, “think aloud”, pilot study, and revisions Statistical analysis: Quantitative: mean, standard deviation, frequency and percentage, and structural equation modeling (SEM). Qualitative: Transcriptions of the interview.

  7. Results of the quantitative study • Knowledge, skill, and application of Internet tools

  8. Result of the quantitative study • Curricular area applied

  9. Result of the quantitative study • Teacher training Two-thirds(68.5%; N=213) of EFL teachers received training regarding technology, with 44(14%)of the respondents receiving technology related degrees. • Summary of structural equation modeling analysis The study model resulting from the analysis of SEM has high significance level(X2=372.164; degree of freedom=217; probability level=0.000), which indicates a favorable value. The model has a good statistical fit (GFI=0.923; CFI=0.929; RMR=0054; RMSEA=0.049)

  10. DiscussionResercha Question 1: (1)There were only three Internet tools that more than half of these teachers used.( Table 1) (2)The above three most frequently used tool (see Fig 1) were not included in the six most valid tools revealed in the SEM analysis.( see Table 1) (3)Almost half of these teachers applied Internet tools in teaching listening and reading. (see Fig3)

  11. DiscussionResearch Question 2 • These teachers are more likely to use Internet tools or try innovative methods when they receive training. • Once these EFL teachers’ beliefs are modified toward constructivism, teachers will implement constructivist-teaching practices, which affect and increase their use of the Internet in their instruction. • Based on the qualitative findings, there are several other factors influencing teachers’ use of the Internet unique to the Taiwanese educational context.

  12. Discussion Research question 3: (1)From the qualitative study, fundiing and incentive are crucial to implementation. (2)Feelings of uncertainty seemed to be a major barrier related to teachers’ attitudes. (3)Their feeling of isolation may be a barrier to continuing their attempts at uses of innovative approaches and tools.

  13. Conclusion • Continuous professional development would facilitate efficient and successful implementation of Internet use in language instruction. • Ongoing professional programs or workshops should not be techno-centric only. • Institutional support is crucial in the promotion of technology integration and the development of online materials and websites.

  14. My Comment on the Research Limitation: First, use of a different survey mode may influence the participants’ answers to a particular question. Second, this investigation is based on self-administered surveys and interviews rather than direct observation

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