Using Technology to Teach English in the Global Age: Course Design and Teachers’ Beliefs and Practices

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Project title

Code/計畫編號

NSC101-2410-H019-015

Translated Name/計畫中文名

全球化下之電腦輔助英語教學: 課程設計與教師信念及實踐

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=2583808

Year

2012

Start date/計畫起

01-08-2012

Expected Completion/計畫迄

31-07-2013

Bugetid/研究經費

685千元

ResearchField/研究領域

語文
教育學

"隨著全球化之風潮，英語已成為重要的溝通媒介，不僅是英語為母語者及非母語者之最佳溝通工具，更是大部分英語為非母語者的溝通媒介。近年報告顯示，百分之七十五的英語使用是在英語為非母語者之間 (Graddol,2007)。英語不但用於溝通，也是了解其他文化之重要工具。隨著網路興起，其無遠弗屆及無時間限制的特性，使得這樣之跨語言及文化之溝通更為可行。科技的發展創造了另一個社交及言談的空間，語言學習者可以擺脫傳統課室的束縛，有更多的機會練習英文。近年來，台灣教育界出現運用科技於語言教學的聲浪，愈來愈多的教師有科技融入教學之需求。因此，如何設計一套有效的電腦輔助語言教學課程，使教師具備所需的理論知識及教學技巧，顯得相當重要。在Egbert, Paulus, and Nakamichi’s (2002)有關電腦輔助語言教學課程及實施的研究啟發下，本次兩年期的計劃，有下列兩個主要的目的。其一，在第一年之計劃中，將設計一套電腦輔助教學課程，並從參與教師的觀點評量此課程。參與研究者為20 位在台灣北部某國立大學英語教學碩士班，修習電腦輔助語言教學課程的學生。這些參與者不論是在職老師或即將進入教學界的學生，都有教學經驗，或是正在小學、中等學校任教。此電腦輔助教學課程提供學生科技運用語言教學之理論，實際教材及活動設計。研究者會事先設計「運用科技教授英語為國際語言」之教學網站，模擬實際教學之各種場景。研究者將運用內容分析之方法，分析參與者之反思日誌，實際設計活動，及期末多媒體教案設計，來檢視教師對此課程之想法。最後，透過事後問卷，研究者可以了解參與者在本堂課所學到之知識及對電腦輔助語言教學之信念，並檢視參與者在課程中所學，如何影響他們未來的實際教學。第二年的連續性計畫將延續電腦輔助學習及教師信念之主軸，本計畫第二個目的，即為了解教師的訓練如何轉變成實際課堂教學。第二年計畫會選出第一年計畫中的三位參與者，為了涵蓋更多教學之現況，這三位參與者分別來自國小、國中、及高中。研究者將觀察他們的實際教學狀況，紀錄教學內容，且分析參與者是否可以將前一年課程所學運用在實際教學上。研究者並探討影響使用電腦於教學上的因素。期盼透過此長期性有關電腦輔助英語教學之課程設計、教師信念，及其實際教學之關聯性的研究，可以提供在全球化影響下，如何有效運用科技融入教師訓練之建議。"
"In this increasingly globalized world, English has become an essential means of communication not only between native/non-native speakers but also between non-native speakers. In fact, a recent report showed that 75% of the use of English takes place between non-native speakers of English (Graddol, 2007). English is used both to communicate and to explore other cultures. The rise of the Internet has made this kind of communication and exploration more achievable because it eliminates the boundaries of time and space. Technological advances have structured alternative spaces for social and discourse participation, and English language learners have more opportunities to practice their English language skills outside the constraints of traditional classrooms (Koutsogiannis &Mitsikopoulou, 2004). Recently, the call for schools to move to a more technologically integrated approach to language teaching has been resonating in Taiwan. Because more and more teachers must now deal with technological innovations, there is a growing need to design an effective computer-assisted language learning (CALL) curriculum to equip them with the knowledge they need to use technology to teach English. It is then crucial to examine teachers’ perceptions of the CALL curriculum’s effectiveness and to observe how well these teachers apply their CALL training in their classrooms. Inspired by Egbert, Paulus, and Nakamichi’s (2002) research on the impact of CALL instruction on classroom computer use, the purpose of this two-year project is twofold. The first purpose, to be realized within the first year, is to design a CALL curriculum and to evaluate its effectiveness on the basis of teachers’ perceptions of its value. Participants will be 20 graduate students who complete a CALL course in a TESOL program during the 2012-2013 academic year at a national university in northern Taiwan. These participants will be either pre-service or in-service teachers who have had prior English teaching experience or who are currently teaching at the elementary or secondary level. The CALL course will provide participants with a fundamental understanding of the principles underlying the use of computer technology in language learning and teaching as well as hands-on activities for designing and producing CALL programs and materials. Participants will go to the course website to use the Teaching English as an International Language with Technology (TEILT) modules designed by the researcher to simulate actual technology-enhanced teaching contexts. Teachers’ perceptions of this CALL course will be evaluated on the basis of a content analysis of their reflective journal writings, hands-on activities, and final multimedia projects. A final survey on the impact of the CALL instruction will also probe such issues as what teachers believe they learned from the CALL-based activities and how they expect this CALL knowledge and experience to impact their teaching practice. The second purpose of this project, to be realized in the second year, is to explore the transfer of the teachers’ CALL training to their classrooms. Three participants from different teaching contexts—from elementary, junior high, and senior high school—will be selected from the first-year study to participate in the second-year study. The researcher will observe their CALL classes, document their teaching, and analyze whether they use the knowledge gained from their CALL course in their actual teaching. The researcher will also investigate factors that facilitate or impede teachers’ use of technology. The findings of this longitudinal study of CALL course design, teachers’ beliefs, and actual classroom practice will shed new light on how best to educate teachers in the use of technology to teach English in the global age."

Keyword(s)

電腦輔助語言學習
課程設計
數位科技
教師信念
教學實踐
全球化
英語為國際語言
Computer-assisted Language learning
Curriculum Design
Digital Technology
Teachers’ Belief
Teachers’ Practices
Teacher Education
Globalization
English as an International Language

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Using Technology to Teach English in the Global Age: Course Design and Teachers’ Beliefs and Practices

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