Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers

Karamifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J., Ernest, P., Stickler, U., & Hampel, R. (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal/Revue TESL du Canada,  Vol.36(3), pp.55 – 81.
This article presents the initial results of an International Research Network  survey exploring the current perceptions of ESL/EFL instructors in relation to their training needs to enable more robust integration of technology in their instruction.
An online survey was conducted in summer 2018 through national and international networks and Facebook and Twitter social media platforms. Of a total of 285 respondents, (28% from Canada), 250 self-identified as language educators, (55% English language instructors) and the majority of whom worked in universities.
Analysis of the survey responses indicate overall satisfaction with existing training but educators noted a need for post-training follow-up. Educators are also interested in training on “learning task design” and in learning management software such as Moodle. In addition the survey investigated the respondents’ perception of an ideal language teacher and, interestingly, findings indicate that technology was not identified as a general characteristic or skill of an ideal teacher.
While the majority of respondents teach at the university level the survey provides a useful insight into the current and perceived training needs of language educators in relation to technology and should be of interest to educators and teacher-trainers across the second language field.


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Learning Styles of Online Students in a Distance LINC Program

Elsageyer, N. (2020) Learning Styles of Online Students in a Distance LINC Program. M.A. Thesis. University of Ottawa.

This thesis describes and provides the findings of a small scale study examining the characteristics and learning style preferences of 27 students enrolled in an online LINC program in Ontario. The study also examined the perspectives of their teachers in relation to the learning styles of their students.

Overall the student group identified their preferred learning styles as kinesthetic and auditory, whereas the teacher group perceived their students’ preferred learning styles as visual. The author suggests that the discrepancy between the student and teacher perceptions may result from the lack of a shared understanding of learning styles and students’ low level of awareness of their own learning styles and preferences.

Based on the findings of the study the author concludes that enhanced training and professional development for online LINC teachers in relation to learning style preferences; strategies to work with students to support them to identify their preferred learning styles, and how they can refine their instructional strategies to address a range of learning styles would be a useful contribution to an improvement in outcomes for online LINC students.

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