Capítulo 4. Results- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas.Report as inadecuate




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Capítulo 4. Results- Using Second Language Acquisition Theories to select technology tools for the Language Classroom - Departamento de Lenguas. - Licenciatura en Idiomas. - Escuela de Artes y Humanidades - Universidad de las Américas Puebla.

Author: Aguilar Ramírez, Mariana

Source: http://catarina.udlap.mx/


Teaser



Chapter 4: results The last chapter gave a detailed description of the study that took place.
The participants were four language teachers at university level (different Common European Framework of Reference for Languages (CEFR) levels) classes.
The three English teachers and one Italian teacher carried out an activity for their class that involved the use of a Web 2.0 tool.
Teachers had to choose the tool based on the theories’ handout that was given to them, as well as the class’ specific learning objectives, students’ learning preferences etc.
Teachers planned the lesson, and filled out the lesson plan template adapted from the “Technology-connected lesson plan” developed by INtegrating TECHnology of the Georgia Department of Education, Educational Technology Training Centers.
After this step, teachers applied the Web 2.0 tool in their lessons and evaluated their students’ responses.
To end their participation, they evaluated the tool they used and reflected on their teaching practices with technology. This particular chapter will explore what the teachers found when attempting to use Web 2.0 tools in their language classes.
It will look at their choices of tools and the theoretical reasons that support those choices.
It will also analyze their answers in the tool evaluation and will provide some examples on how the teachers used the instruments and incorporated Web 2.0 tools as an additional resource in their lessons. 4.1 Theories’ handout The teachers were given a handout that contained nine theoretical principles (input, output, interaction, learning styles, incidental and intentional learning etc.) so they could make a decision on the Web 2.0 tool that was the most suitable for their language classroom that was based on a theoretical framework.
Teachers were provided with the basic ideas and authors that were related to the particular theory and then were presented with the following question “Does the activity with the web tool consider this...






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