This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the students' beliefs seemed more influenced by their own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth examples of CALL.
1. Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers/trainers Denyze Toffoli Geoff Sockett DLADL Université de Strasbourg
16. SC: comparing production to beliefs Essay: "There are however no tools to explain the grammar points that need then to be applied to each exercise. ... It would be better to add explanations of grammar points presented before the exercises." "Athough a help function is a necessary pedagogical tool, answers [to the exercises] should never be given."
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18. AC: contrasting production with beliefs Essay "… the presentation of 'authentic' and diversified situations" "communicative obectives (greetings, ordering, leave-taking in a restaurant), …" "Communicative goals of the site include lexical coherency, an ability to use rules of politeness. ...the site develops socio-cultural as well as linguistic skills." "the exercises concern both pragmatic and linguistic knowledge."
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23. Bibliography Borg, S. 2006. Teacher cognition and language education: research and practice. New York: Continuum. Bravard S. 2005. USAGES PEDAGOGIQUES DES QCM : Un guide pour la mise en place d’un questionnaire à choix multiple. http://www.paristech.org/pratiques_tice/article.php3?id_article=93 Chapelle, C. & Jamieson, J. (2008). Tips for teaching with CALL . White Plains, NY: Pearson Longman. Duchiron, E. 2003. Les TIC dans l’enseignement / apprentissage des langues : Atouts, limites & exploitations potentielles du choix fourni. Juin 2003. http://www.sigu7.jussieu.fr/AEM/doc_pdf/memo_dea_ed.pdf Higgins, E. & Tatham, L. 2003, 2, 1. Exploring the potential of Multiple-Choice Questions in Assessment, Learning and Teaching in Action. Manchester: http://www.ltu.mmu.ac.uk/ltia/index.htm Hirschprung, N. 2005. Apprendre et enseigner avec le multimédia . Paris: Hachette. Hubbard, P. & Levy, M. 2006. Teacher Education in CALL. Philadelphia: John Benjamins. Lave, J. & Wenger, E. 1991. Situated Learning: Legitimate peripheral participation. Cambridge: CUP. Johnson, K. 1992. "Teachers' Beliefs Inventory – approaches to ESL instruction" in Richards, J. & Lockhart, C. 1994. Reflective teaching in second language classrooms . Cambridge: CUP. Puren, C. 2009. "Nouvelle perspective actionnelle et (nouvelles) technologies éducatives : quelles convergences… et quelles divergences ?" Cyber-langues / APLV-Langues modernes : http://www.cyber-langues.asso.fr/spip.php?rubrique45
Notas del editor
beliefs about teaching methodology beliefs about call
objective = improve our programme; case studies, comparative elements on small population
Context 356h 48h uses of ICTs Nathalie: interface yr1 / yr2 students fle tutoring
Compulsory pre-service courses 12h "Analysing language learning websites" 36h learning web software In terms of Hubbard & Levy (2006) project-based CALL education, integrated throughout the degree programme. use of LMS (Dokeos) to access documents, submit work, but very few exchanges
Selection – neither the best nor worst; representative sampling ? objective = improve our programme; case studies, comparative elements on small population
Technological affordances can be related to didactic approaches From grammar-translation to task-based
Autonomy, choice, navigation Feedback from people and/or software (one option of feedback is to contact the webmaster) Association of sound, image, text to facilitate acquisition and reflect differing learning styles Contextualisation : a learning scenario which allows grammar to be learned functionally as part of cognitive tasks; Access to authentic resources Produce something (accomplish tasks) NA: letter to father christmas as an example of contextualisation of a task
Did she take FA as a model, basically to reproduce ?
Followed by fill in the blanks or mixed-up sentences, not linked to the stated subject nor to the preceding explanation. (ex "the subjet of the sentence" you have to fill the blanks with the correct verb
Experienced teacher with good mastery of linguistic phenomena; detailed and valid analysis (well-written) His essay and questionnaire show understanding of and leaning toward comm. Link to “saluer” for exos. Trial & error (HP matching exercises) word-order or crosswords with dictionary link Why is it not very communicative like this (neophyte web-editor; using simplest tools to meet course requirements)
Of the 11, 7 immediately coherent or even 11 to be fair to AC, who was stumped in his functional-notional appr. by technical limits We have more relevant feedback on what students are doing. When marking, I have more insight into "how does this work pedagogically"
Be more explicit about what they are doing as learners ( ie - how the analysis of tools course is task-based ) about specific learning effects that can be achieved through different types of tools ( ie - specific examples of HotPot feedback as learning, memorising, etc ) about scenarios Introduce appropriate software (eg: webquest templates, blog or chat tools, …) (pb = preparation for CML)
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