Year: 2015
Type: article
Abstract: This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program.The teachers' developing technological pedagogical content knowledge (TPACK) and perceived computer self-efficacy are examined from their use of technology while participating in online project-based EFL instruction.Data analysis reveals these participants' TPACK and self-efficacy of using computer technology development, their application and infusion of technology in English instruction, and factors that facilitated or hampered their (technology) professional development.Such understandings are briefly buttressed with additional perspectives from three university professionals and these teachers' vocational high school students.The multiple perspectives and perceptions render meaning-making potential for professionals promoting and developing technology integration into EFL classrooms.
Source: Language learning & technology
DOI: 10.64152/10125/44405
Authors: Mei-Hui Liu, Robert Kleinsasser
Institutions: Tunghai University, Arizona State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: National Science Council
OpenAlex ID: W4413150130