Exploring the Perceived Benefits and Drawbacks of Using Multimodal Learning Objects in Pre-Service English Teacher Inverted Instruction

Autor/inn/en	Domínguez Romero, Elena; Bobkina, Jelena
Titel	Exploring the Perceived Benefits and Drawbacks of Using Multimodal Learning Objects in Pre-Service English Teacher Inverted Instruction
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.2961-2980 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10386-y
Schlagwörter	Resource Units; Preservice Teachers; Masters Programs; English (Second Language); Second Language Instruction; Language Teachers; Graduate Students; Student Attitudes; Program Effectiveness; Teaching Methods; Student Centered Learning; Debate; Student Leadership; Foreign Countries; Spain (Madrid) + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Debating; Streitgespräch; Studentenwerk; Ausland
Abstract	This descriptive classroom-based study involved a group of 25 pre-service teacher participants from the Master's program in Teaching English as a Foreign and Second Language (TEFL) at the Complutense University in Madrid (UCM), Spain. The participants were approached in their threefold facet as graduate students, classroom active debate leaders, and prospective teachers. We aimed to explore what they perceived to be the benefits and drawbacks of using multimodal learning objects (LO) as learners, active classroom debate leaders and pre-service teachers of English in contexts of inverted classroom instruction. The results showed that LO were perceived as an excellent tool in inverted settings of instruction as they enabled a shift in the classroom dynamics towards a learner-centred approach. No significant differences were found among the views of students, debate leaders, and pre-service teachers. However, pre-service teachers expressed concerns about implementing LO. This suggests that more importance should be given to support their use in the English classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01