Towards a Broad-Based Understanding of Effective Call Practice: Reactions and Recommendations of University-Level Moroccan English Language Learners

Autor/in	Seilstad, Brian
Titel	Towards a Broad-Based Understanding of Effective Call Practice: Reactions and Recommendations of University-Level Moroccan English Language Learners
Quelle	In: Teaching English with Technology, 14 (2014) 2, S.27-50 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Grammar; Case Studies; College Students; Teaching Methods; Independent Study; Foreign Countries; English for Academic Purposes; Language Teachers; Student Attitudes; Student Surveys; Online Surveys; Likert Scales; Instructional Materials; Computer Mediated Communication; Interviews; Morocco + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Grammatik; Case study; Fallstudie; Case Study; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Ausland; Language teacher; Sprachunterricht; Schülerverhalten; Schülerbefragung; Likert-Skala; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Computerkonferenz; Interviewing; Interviewtechnik; Marokko
Abstract	This paper explores effective uses of technology in teaching with a focus on a case study of English Language Learning (ELL) at a Moroccan university. A review of literature reveals a wide variety of pedagogical practices that are recommended by theory and implemented in practice. These theories and practices describe a spectrum of activities ranging from "traditional" practices that develop specific skills at a similar pace and with a high level of teacher monitoring to "emerging" practices that emphasize independent learning, collaboration, and project- or group-based tasks that assist students in becoming life-long learners and users of technology. The case study focuses on grammar courses in which these Moroccan students improve their knowledge of English grammar in order to be prepared to use English at the academic level. The results reveal that grammar teachers employ a variety of pedagogical practices in their use of the CALL but the majority tends toward "tutorial" or "traditional" approach whereas some of the practices employ the "authentic materials engagement" or "computer-mediated communication" approach as identified in the literature review. Students, when asked what they would do differently if they were the teacher, often identified practices that would be consistent with the emerging practice paradigm even if they had not been exposed to that kind of CALL practice. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01