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Factors Affecting Pre-Service Teachers’ Evaluation of Software used for Teaching English as a Foreign Language
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, Florida Institute of Technology (Science Education), United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: The purpose of this study was to examine evaluation mechanisms for the educational software aimed at pre-service teachers. Fifty-three Taiwanese undergraduate pre-service teachers spent 12 minutes reviewing software for learning English and then evaluated the software employing a Likert scale. Research factors were selected based on three criteria: motivation, technology, and English learning. A total of eight research factors were scored from 1 (poor) to 3 (good). The dependent variable, holistic evaluation, with a possible total score of 10, was then regressed on these eight research factors. The set of research factors collectively explained 59.1 % of the variance in holistic evaluation, which was significant, F(8, 44) = 7.943, p < .05. The causal model of those factors and the unique contributions of each factor are reported. The research indicated that pre-service teachers' holistic evaluation may be influenced by gender and English learning aspects.

Citation

Goda, Y. (2004). Factors Affecting Pre-Service Teachers’ Evaluation of Software used for Teaching English as a Foreign Language. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 910-916). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2019 from .

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