Abstract

This qualitative case study examined teacher use and perception of Internet-integrated classes for teaching English as a Second Language (ESL). Three ESL teachers were observed and interviewed during one semester of their web-based teaching experience. Teacher-generated documents, such as teacher home pages, selected web materials, and class handouts were also analyzed. The teachers' initial interactions with networked technology were investigated in terms of their beliefs, their web lessons, and barriers emerged during their adoption process.

The teachers' beliefs about network-based language teaching (NBLT) varied remarkably. It was found that the difference was closely related to their second language pedagogy as well as their computer experience and teaching subjects. Their beliefs were quite firmly established from the start of this project before they fully understand the instructional benefits of the Internet. Most of the teachers' views on network-based language teaching did not completely agree with a new role of computer-assisted language learning (CALL) in the sociocognitive framework (Warschauer and Kem, 2000).

Their diverse language pedagogy also reflected in their selection and application of web lessons. The teachers' Internet lessons were partly designed and achieved considering the functions of the Internet from current L2 approaches, such as computer-based communication, authentic-text based research, drill and practice. However, their web lessons did not reach the full potential of network technology because of some disagreement with their pedagogical focus and concept of network-based language teaching.

There were teacher hesitation and resistance to accepting and attempting this network technology during the adaptation stage. This resistance seemed triggered by various obstacles that the teachers encountered during the integration process. The bigger problems frequently involved the teachers themselves, especially, the teachers' beliefs. This study found that teachers' resistance to and uncertainty of the real effect of network technology would make continued utilization difficult. In addition, it is assumed that the inconsistency between teachers' pedagogical beliefs and the nature of network technology will retard effective language teaching in a networked environment.

Therefore, it seems unreasonable to expect teachers to initiate NBLT into their curriculum by themselves. Teachers definitely need on-going professional development training based on classroom practice and current second language approaches to see the real benefits of network technology related to theory and practice, such as benefits of computer-mediated communication, authentic text-based information or meaningful drill and practice well explained by a communicative approach.

Citation

Kim, H. Initial efforts of three ESL teachers to effectively utilize network-based language teaching. Ph.D. thesis, State University of New York at Buffalo. Retrieved August 5, 2024 from https://www.learntechlib.org/p/119023/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Language and Literature Education
• Technology of Education