The role of technologies towards English foreign language learning in secondary education: A case study of Chile
The role of technologies through EFL/ESL education is still a growing topic in worldwide EFL/ESL school settings. English language education, on the one hand, offers theoretical learning foundations based on governmental educational policies towards effective EFL/ESL teaching settings. On the other...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/253039 |
| Acceso en línea: | https://hdl.handle.net/10533/253039 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Lenguage y Literatura Lingüística |
| Sumario: | The role of technologies through EFL/ESL education is still a growing topic in worldwide EFL/ESL school settings. English language education, on the one hand, offers theoretical learning foundations based on governmental educational policies towards effective EFL/ESL teaching settings. On the other hand, the role of technologies enhances EFL/ESL language settings pedagogically due to the vast potentialities offered by such embedded-classroom technological tools. Technology in language learning aims at providing a more real language-learning context aligned to a world where technologies are already blended in both online and face-to-face L2 worldwide communication. In order to understand the role of technologies in EFL educational settings, I conducted a qualitative multiple case study in the Chilean territory. Eight EFL teachers and three school administrators were surveyed and interviewed to have a better understanding of the existing bond between the role of technologies and EFL language learning. Results showed critical issues in the insertion of technologies with a pedagogical aim such as: a) resistance to innovation, b) lack of knowledge towards curricular educational directives, c) neglected collaborative work to improve institutional goals as well as classroom L2 teaching practices and d) lack of institutional support. In contrast, results also showed that school administrators and EFL teachers also recognised that technologies have several advantages towards L2 language teaching in secondary schools. Nevertheless, the lack of professional development, in most cases, constrains the opportunities for them to foster proper L2 language learning through blended technologies. Therefore, this study gives us light that technology in second language learning is still a topic in an expanding process of development. |
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