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Use of CALL in Language Acquisition :

Use of CALL in Language Acquisition : Values, Beliefs and Practices of EFL Teachers using CALL in Sharjah – Dubai, UAE Jack Ross Doctor of Education in TEFL School of Education and Lifelong Learning Exeter University, UK jackross@telus.net 780-672-9315. MERLOT Conference

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Use of CALL in Language Acquisition :

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  1. Use of CALL in Language Acquisition: Values, Beliefs and Practices of EFL Teachers using CALL in Sharjah – Dubai, UAE Jack Ross Doctor of Education in TEFL School of Education and Lifelong Learning Exeter University, UK jackross@telus.net 780-672-9315 MERLOT Conference 2005 Nashville

  2. C A L L Computer Assisted Language Learning ▪ Definition ▪ Burgeoning market - software programs - online resources ▪ Individual use ▪ Language learning programs ▪ Teacher-guided activities

  3. C A L L Computer Assisted Language Learning Much existing CALL research is learner focused My research is language teacher focused Research Question Do teachers’ values and beliefs affect their use of CALL in their teaching practice?

  4. C A L L Computer Assisted Language Learning Purpose of Study ▪ To understand values and beliefs that teachers who use CALL hold and bring to their professional practice ▪ To provide background information for teachers, including teachers-in-training, which is useful in their language teaching situations

  5. C A L L Computer Assisted Language Learning Study Setting: University of Sharjah, United Arab Emirates

  6. Computer Assisted Language Learning Hypothesis The practices of EFL teachers who use CALL are influenced by the teachers' own values and beliefs. Theoretical Approach Qualitative, social constructivist Methodology Constructivist research methodology in which a set of specific guiding questions was developed and posed To selected language teachers

  7. C A L L Computer Assisted Language Learning Themes Emerging from the Interview Data 1. A good teacher is … 2. Teacher motivation: Teacher perspective 3. Influence to become a teacher 4. How CALL is regarded & valued by teachers 5. Questions foster other questions

  8. C A L L Computer Assisted Language Learning Findings Distinction between pre- and post- Internet CALL (Mayes 1995; Oblinger & Oblinger 2005) Language teachers are able to - undertake meaningful self-assessment - communicate outcomes and - relate outcomes to their practice

  9. C A L L Computer Assisted Language Learning Conclusions Effective language teachers ● believe their practice is enhanced by CALL ● value technology in support of language teaching The teachers in my sample understand that the value of CALL has moved from the technology itself to how it is applied (L. Siegele 2003).

  10. Economist.com Technology is a tool Apr 13th 2005 From The Economist Global Executive … and, as participants in the latest Global Executive Dialogue say, it’s not the size or flashiness of the tool, but how you use it.

  11. Use of CALL in Language Acquisition: Values, Beliefs and Practices of EFL Teachers using CALL in Sharjah – Dubai, UAE Jack Ross Doctor of Education in TEFL School of Education and Lifelong Learning Exeter University, UK jackross@telus.net 780-672-9315 MERLOT Conference 2005 Nashville

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