Technology in English teaching

Tartalomjegyzék

• Technology in English teaching • The Hungarian university context
• Copyright page
• Series editors’ foreword
• Acknowledgements
• 1. Introduction
• chevron_right2. Theoretical and Empirical Background
  • chevron_right2.1. Terminology
    • 2.1.1. Information and Communications Technology
    • 2.1.2. ICT Literacy
    • 2.1.3. Digital Competences vs. Competencies
    • 2.1.4. Synonymous Terms
  • chevron_right2.2. Theoretical Background
    • 2.2.1. Technology and Educational Theory
    • 2.2.2. Teachers’ Technological Knowledge Frameworks and Models
  • chevron_right2.3. Towards ICT Integration Into Education
    • 2.3.1. Reasons for Integrating ICT Into Education
    • 2.3.2. The Digital Divide
    • 2.3.3. Educational Policy Reforms
  • chevron_right2.4. Enablers and Barriers of ICT Inclusion in Education
    • 2.4.1. Necessary Changes Prompted by Curricula Reforms
    • 2.4.2. Frequently Emerging Enablers and Barriers
    • 2.4.3. Individual Differences as Enablers and Barriers
  • chevron_right2.5. Empirical Research Into ICT Inclusion Into Education
    • 2.5.1. The Roles of ICT Courses as Part of University Programmes
    • 2.5.2. The Roles of ICT Courses as Part of EFL Teacher Education Programmes
    • 2.5.3. Teacher Trainers and Technology
    • 2.5.4. Digital Technologies in EFL Learning and Instruction
  • chevron_right2.6. The Hungarian Context
    • 2.6.1. Towards ICT Integration Into Education in Hungary
    • 2.6.2. Educational Policy Aspects of Teaching and Learning Digital Skills in Hungary
    • 2.6.3. The Hungarian Empirical Background
  • chevron_right2.7. Educational Technology Amid Covid-19
    • 2.7.1. The Hungarian Public Educational Context
    • 2.7.2. The Hungarian University Context
  • 2.8. Niches and Rationale for Further Research
• chevron_right3. Research Methods
  • chevron_right3.1. Study 1: The Learners’ Questionnaire Study
    • 3.1.1. The Pilot Study
    • 3.1.2. The Main Study
  • chevron_right3.2. Study 2: The Instructors’ Questionnaire Study
    • 3.2.1. The Pilot Study
    • 3.2.2. The Main Study
  • chevron_right3.3. Study 3: The Learners’ Interview Study
    • 3.3.1. Research Questions
    • 3.3.2. Developing the Data Collection Instrument
    • 3.3.3. Participants
    • 3.3.4. Methods of Data Collection and Analysis
  • chevron_right3.4. Study 4: The Instructors’ Interview Study
    • 3.4.1. Research Questions
    • 3.4.2. Developing the Data Collection Instrument
    • 3.4.3. Participants
    • 3.4.4. Methods of Data Collection and Analysis
  • chevron_right3.5. An Overview of Quality Control Measures and Ethical Considerations
    • 3.5.1. Quality Control Measures
    • 3.5.2. Ethical Considerations
• chevron_right4. Results and Discussion
  • chevron_right4.1. Study 1: The Learners’ Questionnaire Study
    • 4.1.1. The Pilot Study
    • 4.1.2. The Learners’ Main Questionnaire Study
    • 4.1.3. Conclusions of the Learners’ Main Questionnaire Study
  • chevron_right4.2. Study 2: The Instructors’ Questionnaire Study
    • 4.2.1. The Pilot Study
    • 4.2.2. The Instructors’ Main Questionnaire Study
    • 4.2.3. Conclusions of the Instructors’ Main Questionnaire Study
  • chevron_right4.3. Study 3: The Learners’ Interview Study
    • 4.3.1. The Worldwide Presence of Technology and its Advantages and Disadvantages (Study3RQ1)
    • 4.3.2. The Sources of the Learners’ Interest in Technology and ICT Knowledge (Study3RQ2)
    • 4.3.3. ICT Integration Into University Instruction (Study3RQ3)
    • 4.3.4. Using ICT for Learning Purposes (Study3RQ4)
    • 4.3.5. ICT for (Private, Planned, or Ongoing) Teaching Purposes (Study3RQ5)
    • 4.3.6. Covid-19-Triggered Changes in ICT Practices (Study3RQ6)
    • 4.3.7. Perceived Ways of Future Educational Technology Development (Study3RQ7)
  • chevron_right4.4. Study 4: The Instructors’ Interview Study
    • 4.4.1. The Worldwide Presence of Technology and its Advantages and Disadvantages (Study4RQ1)
    • 4.4.2. The Sources of the Instructors’ Interest in Technology and ICT Knowledge (Study4RQ2)
    • 4.4.3. Instructors’ Expert Thinking Processes Behind Skilful Technology Integration (Study4RQ3)
    • 4.4.4. Using ICT for Instructional Purposes (Study4RQ4)
    • 4.4.5. ICT Inclusion Into the Education of Future EFL Teachers (Study4RQ5)
    • 4.4.6. Covid-19-Triggered Changes in ICT Practices (Study4RQ6)
    • 4.4.7. Perceived Ways of Future Educational Technology Development (Study4RQ7)
  • 4.5. Discussion of Synthesised Findings
• chevron_right5. Conclusions
  • 5.1. Summary of the Most Important Findings
  • 5.2. Pedagogical Implications
  • 5.3. Limitations of the Study and Suggestions for Future Research
• References
• chevron_rightAppendices
  • Appendix A: The English Translation of the Reliable Scales of the Learners’ Pilot Questionnaire
  • Appendix B: The English Translation of the Reliable Scales of the Learners’ Main Questionnaire
  • Appendix C: The English Translation of the Reliable Scales of the Instructors’ Pilot and Main Questionnaires
  • Appendix D: The English Translation of the Learners’ Interview Guide
  • Appendix E: Coded Example Segment of the Learners’ Interview and Some Code Samples
  • Appendix F: The English Translation of the Instructors’ Interview Guide
  • Appendix G: Coded Example Segment of the Instructors’ Interview and Some Code Samples

Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2023

ISBN: 978 963 454 870 6

DOI: 10.1556/9789634548706

Sorozat: Alkalmazott nyelvészet a 21. században - Applied Linguistics in the 21st Century

ISSN: 2786-0914

Ez a mű a Creative Commons Nevezd meg! 4.0 Nemzetközi Licenc feltételeinek megfelelően felhasználható.

Involving technology in English as a foreign language learning and teaching processes is a widely researched area of language pedagogy, but comprehensive studies from the Hungarian university educational context are sparse. This monograph investigates into what attitudes Hungarian English Studies / EFL teacher education majors as well as Hungarian university instructors teaching in English Studies and EFL teacher education programmes hold towards technology use for learning and teaching purposes. An additional aim was to collect what the views of learners and instructors are about skilful technology use in support of better student learning. The study applied a mixed methods design involving a pair of questionnaires and a pair of interview studies. The book details why learners and expert instructors find it essential that technological alternatives be introduced skilfully in as many university courses as possible. The book also includes the description of an array of technological tools used by the learner and instructor interview participants in the Hungarian English Studies and EFL teacher education context that can inform instructors why and how to use certain technological tools in their classrooms.

Hivatkozás: https://mersz.hu/fekete-technology-in-english-teaching//