Jeong-Bae Son

Implementing Computer-Assisted Language Learning in the EFL Classroom: Teachers' Perceptions and Perspectives

Abstract The aims of the study reported in this article are to investigate factors affecting English as a foreign language (EFL) teachers’ use of computers in their classrooms and to find out EFL teachers’ perceptions of computer-assisted language learning (CALL) and ways to improve CALL practice in school settings. Participants in the study were twelve Korean in-service teachers of EFL working at secondary schools in Korea. A questionnaire and follow-up in-depth interviews were employed to collect data. The results of the study indicate that the teachers have positive and favourable attitudes toward the use of the computers. They consider computer technology as a useful teaching tool that can enhance ways of teaching by offering students a variety of language inputs and expanding students’ learning experiences in real and authentic contexts. It is also reported that external factors such as lack of time, insufficient computer facilities, rigid school curricula and textbooks and lack of administrative support negatively influence the implementation of CALL in the classroom. Internal factors such as teachers’ limited computer skills, knowledge about computers and beliefs and perceptions of CALL also seem to significantly affect teachers’ decisions on the use of CALL. Based on the findings of the study, implications are made for the effective implementation of CALL in EFL contexts.

Similarities and Differences in Teachers' and Researchers' Conceptions of Communicative Language Teaching: Does the Use of an Educational Model Cast a Better Light?.

This study seeks to document teachers’ conceptions of communicative language teaching (CLT) and to compare their conceptions with a composite view of CLT assembled, in part, from researchers’ accounts of the distinctive features of CLT. The research was prompted by a review of the relevant research literature showing that, though previous studies in this area have pointed to some significant differences between teachers’ and researchers’ conceptions of CLT, the results are still inconclusive. In this study, usual methods for accessing teachers’ understandings of CLT, such as observation and questionnaire, have been replaced by one that examines teachers’ practical theories that guide their use of CLT approaches in classrooms. Semi-structured interviews and video-stimulated recall interviews were used to gain access to teachers’ practical theories of CLT. The interview data show that while these teachers collectively have internalized most of the elements of communicative approaches, there are many individual variations. The data also show that these teachers have integrated aspects of communicative approaches into an overall view of teaching that incorporates many features not normally mentioned in the second language literature.

Using Web-Based Language Learning Activities in the ESL Classroom

Abstract This article looks at ways of using Web-based language learning (WBLL) activities and reports the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context. The Web site provides WBLL session plans for ESL teachers, containing three types of WBLL activities: pre-created Web activities for grammar, vocabulary, reading and listening; task-based Web activities that require students to use the Web to produce certain outcomes; and teacher-made Web activities. Participants in WBLL sessions using the Web site showed positive attitudes toward WBLL and expressed the view that they would like to use more Web activities during and outside class time.

Transitioning toward Transdisciplinary Learning in a Multidisciplinary Environment

Abstract Multidisciplinary learning, interdisciplinary learning and transdisciplinary learning are often used with a similar meaning, but the misunderstanding of these terms may cause a failure of defining learner needs and developing high quality learning design. In this article, the three terms are reviewed in line with learner engagement and are conceptualised according to different types and levels of interactivity. An undergraduate course, named Creative Industries: Making Connections, was designed to deliver various learning modules to over 1200 students from 11 different disciplines in a blended learning mode. A visual communication learning module in the course, in particular, challenges students as well as academic staff to experience transdisciplinary learning. A survey was conducted to evaluate students’ learning experience in the visual communication learning module. The results of the survey bring up meaningful implications for the realisation of transdisciplinary learning.

Academic experiences of international PhD students in Australian higher education: from an EAP program to a PhD program

Abstract For the last few decades, Australia has played a pivotal role in the supply of quality education to international students and other educational industries associated with them. In the higher education sector, in particular, international PhD student numbers continue to increase. However, the limited availability of resources for the students and the lack of investigation concerning the students indicate that there is a need for both higher education providers and other related stakeholders to understand and take into account the difficulties and challenges of international PhD students and their implications in the Australian academic context. While learning a new academic culture in a new country, international PhD students meet situations where they have to deal with a range of language problems, cultural differences and personal matters. The study reported in this article explores international non-English-speaking background (NESB) students’ experiences with university preparation programs and PhD programs, and investigates the issues they face at an Australian university with a focus on factors affecting the NESB students’ academic experiences. It provides implications for the teaching of postgraduate preparation programs and the supervision of international NESB PhD students at Australian universities.

Teacher Development in Technology-Enhanced Language Teaching

This book explores language teacher development in computer-assisted language learning (CALL) environments and discusses approaches, tasks and resources that can guide language teachers to develop their skills and strategies for technology-enhanced language teaching (TELT). The book looks at key aspects of CALL in terms of pedagogy and technology and proposes a model of CALL teacher development, which incorporates essential elements of teacher learning in CALL. It also presents practical tasks and tips on how to develop knowledge and skills for the use of digital technologies in language teaching and suggests ideas to improve language teacher training and development.

Guest Editor’s Introduction to Special Theme Issue: Working with CALL

This special theme issue publishes a set of refereed papers from APACALL (http://www.apacall.org/) and the GLoCALL 2008 Conference, which was held in Jakarta and Yogyakarta, Indonesia, from 7 to 12 November 2008. It discusses practical aspects of working with computer-assisted language learning (CALL) in several different contexts. The authors of the articles share their experience on how to use CALL to make language learning more effective and how to develop language teachers’ knowledge and skills for the use of CALL.