Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online: Preparing Teachers to Work with Linguistic, Cultural, and Technological Diversity
Congcong Wang, Washington State University, United States
IJCALLT Volume 2, Number 2, ISSN 2155-7098 Publisher: IGI Global
Due to the continuing linguistic and cultural diversity among K-12 students in the US and across the English-speaking world and the increasing influence of digital technologies on learning, this qualitative study explores pre-service teachers’ perceptions of learning a foreign language online, and how such experience influence teaching linguistically, culturally, and technologically diverse students in the U.S. Participants comprised 35 teacher education students, all of whom took a 9-week online Chinese language/culture course designed specifically for pre-service teachers. Surveys with closed and open-ended questions were conducted before, during, and after the course. Data were collected online and then coded and analyzed. The participants’ responses suggested that: 1) new forms of online learning were engaging to teacher-learners with diverse learning styles, prior technological experience, needs and goals; 2) the pre-service teachers perceived that online foreign language learning during their teacher education program enhanced their linguistic, cultural and technological awareness; and 3) the participants felt that they benefited from being prepared to work with linguistic, cultural, and technological diversity in classrooms. This study has implications for similar contexts around the world.
Wang, C. (2012). Pre-Service Teachers’ Perceptions of Learning a Foreign Language Online: Preparing Teachers to Work with Linguistic, Cultural, and Technological Diversity. International Journal of Computer-Assisted Language Learning and Teaching, 2(2), 30-44. IGI Global.
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International Journal of Computer-Assisted Language Learning and Teaching Vol. 3, No. 2 (April 2013) pp. 97–107
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Billy Brick, Coventry University, United Kingdom
International Journal of Computer-Assisted Language Learning and Teaching Vol. 2, No. 3 (July 2012) pp. 35–53
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