Computer-mediated Task Design: Language Student Teachers' Expectations and Realizations
Year: 2010
Type: article
Abstract: This paper analyzes how ESL student teachers in the U.S. and EFL student teachers in Germany negotiated their task of creating joint task-based language teaching (TBLT) unit s via computer-mediated communication (CMC). More specifically, the researcher triangulated data such as pre-course questionnaires, post-course questionnaires, and synchronous and asynchronous CMC transcripts in order to analyze and contrast participantsi expectations before the project and their realizations after the project. Following the call for implementing technology into language teacher education through model learning (Hubbard & Levy , 2008; Willis, 2001), student teachers jointly created TBLT units via Moodle over a ten-week period. These student teachers first read about and discussed TBLT criteria and then collaboratively evaluated and re-designed tasks in English language textbooks. This project aimed at enabling participants to share perspectives about teaching contexts and practices in other countries and to learn about technology and TBLT through virtual communities of practice (Lave & W enger, 1991). Consequently, student teachers not only became more proficient users of technology , but also grew from the unique opportunity of collaborating with their future colleagues abroad. By the same token, the project raised numerous questions with regard to technology training, task design, and institutional contexts.
Author: Carolin Fuchs
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1884494036