CALLing Student Teachers. Modern Language Student Teachers and their Perceptions of Computer Assisted Language Learning (CALL) in Initial Teacher Education

Tesis Doctoral / Disertación , 2023 , 601 Páginas , Calificación: Pass

Pedagogía - Pedagogía de los medios

The perceptions of student teachers on Computer Assisted Language Learning (CALL) remain underexamined in literature. This mixed methods study explored the perceptions of Modern Language (ML) student teachers to CALL at commencement and completion of Initial Teacher Education (ITE) in 2020/21. These student teachers were in seven institutions across England, Scotland, Wales, and Northern Ireland.

It was found that student teachers were less positive about CALL usage at the end of their ITE programmes. Self-directed learning also overtook university education to become the primary channel of CALL knowledge acquisition for student teachers at ITE close. A total of thirty factors were found to influence the CALL behaviours of student teachers. The issue of workload was especially significant in follow-up focus groups. The CALL behaviours of student teachers also diverged from their initial expectations.

However, these findings were not a one-size-fits-all for the whole student teacher population. There was evidence of local diversity between and within whole UK jurisdictions. Student teachers collectively suggested twelve recommendations to enhance CALL instruction in Postgraduate Certificate in Education (PGCE) and Postgraduate Diploma in Education (PGDE) courses. This investigation has produced a new and original theoretical framework that depicts the student teacher pathway to CALL adoption. The Student Teacher CAL Acceptance Model (STCAM) has been designed, tested, and refined over the course of my research project.

Table of Contents

• CHAPTER I: INTRODUCTION.
• 1.1 Introduction To CALL.
• 1.2 Introduction To My research project
• 1.3 Overview Of Chapters..
• CHAPTER 2: COMPUTER ASSISTED LANGUAGE LEARNING (CALL)..
• 2.1 Introduction.
• 2.2 Definition Of Terms..
• 2.3 Historical Background Of CALL.
• 2.3.1 Structural/ Behaviouristic CALL.
• 2.3.2 Communicative CALL..
• 2.3.3 Integrative CALL.
• 2.3.4 Restricted, Open And Integrated CALL..
• 2.3.5 Contemporary Research On CALL.
• 2.3.6 Summary Of CALL History..
• 2.4 CALL Theoretical Frameworks..
• 2.4.1 Egbert And Hanson-Smith's CALL Environments..
• 2.4.2 Hubbard's Theoretical Model.
• 2.4.3 Chapelle's Evaluative Framework.
• 2.4.4 Summary Of CALL Theoretical Frameworks.
• 2.5 Advantages Of CALL..
• 2.6 Limitations Of CALL.
• 2.7 Persuading Factors To CALL Adoption...
• 2.7.1 Attitude Of CALL..
• 2.7.2 Learning Conditions.
• 2.7.3 Factors Of Influence...........
• 2.8 Chapter Summary and Overview of ITE..
• CHAPTER 3: CALL IN TEACHER EDUCATION.
• 2.9 Introduction.
• 2.10 CALL And Teacher Education.
• 2.11 Research Gap
• 2.12 Aim..
• 2.13 Research Questions.
• 2.14 The UK Context
• 2.15 Regional Variability And Local Contexts.
• 2.15.1 England...
• 2.15.2 Scotland.
• 2.15.3 Wales
• 2.15.4 Northern Ireland.
• 2.16 Models Of Technology Adoption
• 2.16.1 Diffusion of Innovations Theory (DIT).
• 2.16.2 Theory Of Reasoned Action (TRA)
• 2.16.3 Technology Acceptance Model (TAM) ..
• 2.16.4 Theory Of Planned Behaviour (TPB)
• 2.16.5 The Unified Theory Of Acceptance And Use Of Technology (UTAUT).
• 2.16.6 Model Of Personal Computer Utilisation (MPCU).
• 2.16.7 The Student Teacher CALL Acceptance Model (STCAM).
• 2.17 Chapter Summary And Most Salient Points
• CHAPTER 4: RESEARCH DESIGN.
• 4.1 Introduction..
• 4.2 Overview Of Research Models.
• 4.2.1 Quantitative Research And Data Collection
• 4.2.1.1 Closed-Ended Questionnaire Surveys........
• 4.2.1.2 Structured Interviews.
• 4.2.1.3 Summary Of Quantitative Research..
• 4.2.2 Qualitative Research And Data Collection
• 4.2.2.1 Case Studies..
• 4.2.2.2 Focus Groups...
• 4.2.2.3 Semi-Structured And Unstructured Interviews
• 4.2.2.4 Summary Of Qualitative Research...
• 4.2.3 Mixed Methods Research..
• 4.1 Ethical Issues...
• 4.1.1 Confidentiality.
• 4.1.2 Anonymity.
• 4.1.3 Informed Consent.
• 4.1.4 Beneficence And Non-Maleficence.
• 4.1.5 Summary Of Ethical Issues.
• 4.2 ITE Selection: Inclusion Criteria
• 4.2.1 University Versus School Led Teacher Education...
• 4.2.2 Method Of Delivery.
• 4.2.3 Geographical Distribution.
• 4.2.3.1 Northern Ireland.
• 4.2.3.2 Wales
• 4.2.3.3 Scotland.
• 4.2.3.4 England..
• 4.2.3.5 Summary Of ITE Selection...
• 4.3 Data Collection Procedures..
• 4.3.1 Pre-Study 1: Mapping Exercise.
• 4.3.2 Pre-Stage 2: Pilot Study.
• 4.3.3 Stage One: Online Questionnaire To ML ITE Establishments.
• 4.3.4 Stage Two: Biodemographic/ Confidence In CALL Questionnaire And Initial Focus Group With Student Teachers.
• 4.3.5 Stage Three: Semi-Structured Interviews With Teacher Educators
• 4.3.6 Stage Four: Biodemographic/Confidence In CALL Questionnaire And Follow-Up Focus Groups With Student Teachers
• 4.4 Data Analysis..
• 4.4.1 Descriptive Statistics
• 4.4.1.1 Measures Of Central Tendancy.
• 4.4.1.2 Measures Of Dispersion
• 4.4.2 Thematic Analysis..
• 4.5 Reliability.
• 4.6 Validity.
• 4.7 Lessons Learned From The Pilot Study..
• 4.8 Contingency Planning.
• CHAPTER 5: LEARNING CONDITIONS.
• 5.1 Introduction.
• 5.2 Current Learning Conditions.
• 5.2.1 University Education On CALL.
• 5.2.2 School-Led Training On CALL.
• 5.2.3 Self-Directed Instruction On CALL
• 5.2.4 PAL On CALL
• 5.3 Recommended Learning Conditions..
• 5.3.1 Very Common Recommendations
• 5.3.1.1 Provide Explicit Teacher Educator Modelling On CALL
• 5.3.1.2 Develop Teacher Educator Digital Literacy.
• 5.3.1.3 Enhance Teacher Educator Enthusiasm To CALL
• 5.3.1.4 Involve CALL Specialists.
• 5.3.1.5 Dedicate Time For CALL.
• 5.3.1.6 Improve Student Teacher Confidence In CALL..
• 5.3.1.7 Facilitate Active And Kinesthetic Learning For Student Teachers.
• 5.3.1.8 Teach The Nuts And Bolts Of CALL Pedagogy.
• 5.3.1.9 Include CALL In Student Teacher Reflective Practice.
• 5.3.1.10 Create A Specific Unit or Module On CALL.
• 5.3.1.11 Offer a Subject Knowledge Enhancement (SKE) Course/bootcamp on CALL
• 5.3.1.12 Instruct Student Teachers on the Process and Value of Remote Learning.
• 5.4 Chapter Summary and Most Salient Points.
• CHAPTER 6: ATTITUDE OF CALL.
• 6.1 Introduction.
• 6.2 Overview Of Attitudinal Changes......
• 6.3 Attitude of CALL (Perceived Ease Of Use And Perceived Usefulness Of CALL).
• 6.3.1 Perceived Ease Of CALL.
• 6.3.2 Perceived Usefulness of CALL
• 6.3.2.1 Positive Perceptions Of CALL Usefulness.
• 6.3.2.2 Negative Perceptions Of CALL Usefulness..
• 6.3.2.3 Mixed Perceptions Of CALL Usefulness..
• 6.4 CALL Decision-Making Versus CALL Engagement And Implementation..
• 6.4.1 CALL Decision-Making: Behavioural Intent/Expectations Of CALL Usage..
• 6.4.2 CALL Engagement And Implementation: Actual CALL Usage.
• 6.4.3 Predictions Of CALL Usage As A NQT.
• 6.5 Chapter Summary And Most Salient Points
• CHAPTER 7: FACTORS OF INFLUENCE IN CALL IMPLEMENTATION.
• 7.1 Introduction.
• 7.2 Identifying Key Factors Of Influence In CALL Realisation
• 7.3 Student Teacher Characteristics.
• 7.3.1 External Student Teacher Characteristics
• 7.3.1.1 Language of Instruction...
• 7.3.1.2 Student Teacher Workload.
• 7.3.1.3 Classroom Management Skills.
• 7.3.1.4 School Placement Experiences.
• 7.3.1.5 Future Employment....
• 7.3.2 Internal Student Teacher Characteristics.
• 7.3.2.1 Confidence In CALL
• 7.3.2.2 Digital Literacy..
• 7.3.2.3 Pressure/Expectation To Use CALL.
• 7.3.2.4 CALL Preparedness.
• 7.3.3 Summary Of Student Teacher Characteristics.
• 7.4 Contextual/ Geographic Factors.
• 7.4.1 COVID-19
• 7.4.2 Curriculum

• Universidad: University of Ulster
• Calificación: Pass
• Autor: Louise Hanna (Autor)
• Año de publicación: 2023
• Páginas: 601
• No. de catálogo: V1442514
• ISBN (PDF): 9783964877048
• ISBN (Libro): 9783964877055
• Idioma: Inglés
• Etiqueta: CALL, education, teachers, modern languages