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이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
이한나 (Hanna lee) -
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이한나 (Hanna lee) -

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Guest PP by (Hannah Lee) on Korean EFL Teachers' Belief on using Technology-assisted Language Teaching and Practices

Guest PP by (Hannah Lee) on Korean EFL Teachers' Belief on using Technology-assisted Language Teaching and Practices

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  • 1. Ko re a n E F L Te a c he rs ’ B e lie fs a b o utTe c hno lo g y- A s s is te d L a ng ua g eTe a c hing a nd P ra c tic e s in theC la s s ro o m Ha nna L e e ( L e e d s Me tro p o lita n Unive rs ity)
  • 2. My In te re s ts …English
  • 3. My fe e lin g … in Re ality
  • 4. Mo ve in to m y Ph D re s e arc hKo re an E FL te ac h e rs ’ p e rs o n al b e lie fswh e n th e y te ac h E n g lis h withte c h n o lo g y in th e c las s ro o m
  • 5. Te c h n o lo g y in e d u c atio n Th e u s e o f te c h n o lo g y is n o lo n g e r n e win th e c las s ro o m , b u t it h as p laye d anim p o rtan t ro le in th e c las s ro o m , an d th erap id e xp an s io n o f th e IT e d u c atio nin d u s try h as c o n s tan tly b ro u g h t ab o u ts ig n ific an t c h an g e s in th e c las s ro o m(Le as k, 2001 ).
  • 6. C h an g e s in L2 C las s ro o m S in c e th e 1 960s , c o m p u te rs h ave b e e n in c re as in g ly u s e d in lan g u ag e te ac h in g an d le arn in g (Ke e n e , 2006).. Th e c o m p u te r is p o te n tially an in n o vative an d p o we rfu l e d u c atio n al to o l th at p ro vid e s ric h re s o u rc e s to L2 te ac h e rs an d le arn e rs (Pas c o e & Win b u rg , 2003).
  • 7. C h an g e s E F L C las s ro o m in Ko re a In 1 998, th e Ko re a Mu ltim e d iaE d u c atio n C e n te r (KME C ) atte m p te d toin te g rate te c h n o lo g y in to th e E n g lis hc u rric u lu m in th e 3rd an d 4th g rad e s fo rp rim ary s c h o o l s tu d e n ts an d m id d les c h o o l s tu d e n ts th ro u g h E D U N E Twe b s ite .E n g lis h Te xtb o o k with C D - RO M title s
  • 8. C h an g e s E F L C las s ro o m in Ko re aAlm o s t all Ko re an s c h o o ls h ave b e e ne q u ip p e d with c o m p u te rs in e ve ryc las s ro o m s .S in c e 2000, th e Min is try o f E d u c atio n ,S c ie n c e , an d Te c h n o lo g y (ME S T) in Ko re ah as b e e n e n c o u rag in g te ac h e rs to c o m b in eth e te ac h in g o f E F L with In fo rm atio n an dC o m m u n ic atio n s Te c h n o lo g y (IC T).
  • 9. C h an g e s in Ko re a E F L C las s ro o mS MART e d u c atio n is ..- To re s p o n d to th e c h an g in g e n viro n m e n t, b y fo c u s in g o n c u s to m ize d le arn in g an d te ac h in g- An d will b e c o m e a m o m e n tu m fo r th e in n o vatio n o f th e o ve rall e d u c atio n s ys te m , in c lu d in g its e n viro n m e n t, c o n te n t, te ac h in g m e th o d an d e valu atio n
  • 10. H avin g p ro ve n th e p o te n tial th ro u g h trial ru n ss in c e 2007, th e Ko re an g o ve rn m e n t willc o n tin u e its d e ve lo p m e n t to d is trib u te d ig italte xtb o o ks to p rim ary s c h o o ls fro m 201 4 an du ltim ate ly to s e c o n d ary s c h o o ls b y 201 5. (D r. Ju - H o Le e , Min is te r o f E d u c atio n an d S c ie n c e Te c h n o lo g y, 201 1 )
  • 11. E F L te ac h e rs an d le arn e rs d o n o t o n lyp o s itive re ac tio n s to th e u s e o fin n o vative te c h n o lo g y b u t it als o h e lp sth e m te ac h an d le arn E n g lis h m o ree ffe c tive ly (Kim & Yu n , 2002).H o we ve r, it te n d s to o ve re m p h as ize itsim p o rtan c e o n e d u c atio n .
  • 12. L2 te ac h e r h ave b e e n b u rn e d withte c h n o lo g y as te ac h in g m ate rials (Lam ,2000)- Th e re q u ire m e n ts o f le arn e rs an d th eg o ve rn m e n t to ke e p p ac e with th e rap idg ro wth o f te c h n o lo g y- Th e te ac h e rs ’ lac k o f c o n fid e n c e in th e irc ap ab ility to u s e th e te c h n o lo g y- S o m e o f te ac h e rs h ave rais e d q u e s tio n sab o u t ac tu al e ffe c tive n e s s o f u s in g th is .
  • 13. Te ac h e r B e lie f1 ) Wh at te ac h e rs th in k, kn o w, an d b e lie ve (B ro g , 2003)2) Attitu d e s an d valu e s ab o u t te ac h in g ,s tu d e n ts , an d th e e d u c atio n al p ro c e s s(Paj s , 1 993) are
  • 14. Te ac h e r B e lie f3) Te ac h e r b e lie f s ys te m is u n c o n s c io u s ly wh at te ac h e rs b e lie ve ab o u t th e m s e lve s , le arn e rs , te ac h in g m ate rials , th e c las s ro o m , e d u c atio n al p o lic ie s an d s o o n (Kag an , 1 992; William s & B u rd e n , 1 997; Wo o d s , 1 996).
  • 15. Th e s tu d y fo c u s e s o n E F L te ac h e rs ’p e rs o n al b e lie fs with re s p e c t to th e irte ac h in g with te c h n o lo g y. B as e d o n alo n g itu d in al re s e arc h ap p ro ac h , an arg u m e n twill b e m ad e n o t o n ly with re s p e c t to th ep ro c e s s o f c h an g e s in te ac h e r b e lie fs b u tals o with re s p e c t to th e te ac h e rs ’p e rc e p tio n s o f th e ac tu al e ffe c tive n e s s o fth e ir ap p lic atio n o f te c h n o lo g y in th e irte ac h in g in th e c las s ro o m .
  • 16. D e fin itio n o f ‘Te c h n o lo g y’• Th e wo rd ‘te c h n o lo g y’ an d its re late d te rm s re fe r to an y m ac h in e s th at c an b e u s e d fo r L2 te ac h in g (Lam , 2000)
  • 17. Re s e arc h Q u e s tio n s1) Wh at are Ko re an E F L te ac h e rs ’ b e lie fs ab o u t te c h n o lo g y- as s is te d lan g u ag e te ac h in g ?2) Wh at fac to rs in flu e n c e Ko re an E F L te ac h e rs ’ b e lie fs c h an g e in th e p ro c e s s o f lan g u ag e te ac h in g with te c h n o lo g y?
  • 18. Re s e arc h Q u e s tio n s3) Wh at are Ko re an E F L te ac h e rs ’ p e rc e p tio n s o f ac tu al e ffe c tive n e s s o f te c h n o lo g y- as s is te d lan g u ag e c las s ro o m ?4) Wh at are th e d iffe re n c e b e twe e n Ko re an E n g lis h e d u c atio n p o lic y an d Ko re an E F L te ac h e rs ’ re ality in th e c las s ro o m ?
  • 19. D ata C o lle c tio nTh e fie ld wo rk c o n d u c te d fro m Marc h 201 1to N o ve m b e r 201 1 . F o u rte e n p artic ip an ts ,wh o are E F L te ac h e rs at p rim ary an ds e c o n d ary s c h o o ls , an d a s u p e rvis o r, wh owo rks at lo c al o ffic e o f e d u c atio n ,p artic ip ate d in th is s tu d y fo r e ig h t m o n th s .
  • 20. S ite S e le c tio n an d S e le c tin g Partic ip an ts I ap p lie d c o n ve n ie n c e s am p lin g to th is re s e arc h . Th is typ e o f s am p lin g is to m e e t re s e arc h e r’s p rac tic al p u rp o s e s u c h as e as y ac c e s s , g e o g rap h ic al p ro xim ity, re s p e c t o f p artic ip an t’s willin g n e s s (C o h e n , Man io n & Mo rris o n , 2002; D e lam o n t, 2002; D ö rn ye i, 2007).
  • 21. I in itially s tarte d to h ave in te re s t in K an d Yc itie s (p s e u d o n ym ) fo r m y re s e arc h are ab e c au s e m y u n c le h as wo rke d at b o th o fc itie s as a lo c al o ffic e r o f e d u c atio n in Gp ro vin c e (p s e u d o n ym ) o ve r 40 ye ars . In201 0, h e was p ro m o te d fro m s c h o o lc o m m is s io n e r in K c ity to s u p e rin te n d e n t o fe d u c atio n in Y c ity. Wh e n I c o n tac t h im fo rth e firs t tim e o n S e p te m b e r, 201 0, h e is inc h arg e o f ru n n in g wh o le e d u c atio n al affairsin Y c ity.
  • 22. With h is h e lp , I c o u ld e as ily h ave o p p o rtu n ityto c o n tac t m o s t p rim ary an d s e c o n d arys c h o o l E n g lis h te ac h e rs in th e s e c itie s an dfin d th e te ac h e rs wh o are willin g top artic ip ate in th e s tu d y.
  • 23. 1) Te ac h e rs ’ D ata - Partic ip an ts : 1 4 Ko re an E F L Te ac h e rs (5 p rim ary s c h o o l te ac h e rs , 5 m id d le s c h o o l te ac h e rs , 4 h ig h s c h o o l te ac h e rs ) - S e m i- s tru c tu re d In te rvie w : E ac h o f p artic ip an ts o n c e a m o n th - C las s ro o m O b s e rvatio n : Twic e d u rin g wh o le re s e arc h (with vid e o re c o rd in g , s tim u late d re c all)
  • 24. 1) Te ac h e rs ’ D ata - Re fle c tive Writin g : ke e p a d iary with th e ir o wn d e s c rip tio n s , th in kin g , fe e lin g s o r in te rp re tatio n s o f an y e ve n ts in an d o u t o f E FL c las s ro o m .
  • 25. 2) G o ve rn m e n t O ffic e r’s In te rvie w- in c h arg e o f s c h o o l e d u c atio n in G p ro vin c e- To u n d e rs tan d o f h is wo rk as g o ve rn m e n t p o lic y s u p p o rte rs an d c o n flic t with te ac h e rs- To u n d e rs tan d th e c u rre n t s tate s o f te c h n o lo g y e q u ip m e n t, c o m p u te r n e two rks , re late d te ac h e r e d u c atio n an d th e g o ve rn m e n t’s b u d g e t, am o n g o th e rs
  • 26. I am d o in g n o w… .Tran s c rib e in te rvie w d ataS o rt d ata wh at I’ve g o t fro m te ac h e rsF o llo w- u p in te rvie w o n S e p te m b e rKe e p re ad in g an d writin g 
  • 27. I e xp e c t th at…Th e s tu d y will c o n trib u te to b e tte ru n d e rs tan d in g o f Ko re an E F L te ac h e rs ’b e lie fs wh e n th e y h ave ac tu al E n g lis hte ac h in g e xp e rie n c e in u s in g te c h n o lo g y inth e c las s ro o m , an d o f th e ir p e rc e p tio n o fth e Ko re an g o ve rn m e n t’s e ffo rts top ro m o te th e u s e o f IC T fo r th e ir te ac h in g .
  • 28. I e xp e c t th at…As a re s e arc h e r, I wo u ld p ro m o tete ac h e r’s re al vo ic e to th e g o ve rn m e n t(p o lic y m ake rs ) an d s u g g e s t p rac tic alid e as to th e m .
  • 29. Ha nna L e e L e e d s Me tro p o lita n Unive rs ityha nna hle e 0126@g ma il. c o m

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