MA Dissertation Abstract
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MA Dissertation Abstract - on 'Technophilia or Technophobia: Exploring Teacher Autonomy in Learning ICT and Web Tools for the English Language Teaching Classroom

MA Dissertation Abstract - on 'Technophilia or Technophobia: Exploring Teacher Autonomy in Learning ICT and Web Tools for the English Language Teaching Classroom

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MA Dissertation Abstract Document Transcript

  • 1. ABSTRACTThe learning of Information Communication Technology (ICT) and web tools withinEnglish Language Teaching (ELT) has not been researched as widely as the use oftechnology in general education. In addition, the concept of teacher-learner autonomyhas rarely been used in relation to the extent to which language teachers are self-directedand take responsibility for their own learning in this area. This dissertation uses thistheoretical perspective as well as paradigms which typify an individual’s relationship withtechnology. Taxonomy of current practices was first generated through a widelyadvertised survey questionnaire, for which 106 responses were received. From thisemerged a picture of the kinds of technology and types of web tools that are currentlybeing used and why. Findings suggested that self-directed learning was fairly widespreadand that training was not expected by employees. The amount of autonomous behaviourand responsibility that language teachers take for learning ICT tools was further exploredby a series of 14 interviews with teachers in very different contexts. This included theperspective of teacher-trainers who painted a slightly different picture of the amount oftraining which takes place in institutions. What emerges will be of interest to languageteachers wishing to find out how they compare with others in this area and those possiblyseeking ways to create more autonomy for themselves in the workplace. i