A summary of the results of a survey of 169 ESL and EFL teachers on how they use technology in their language teaching.

1. Re-imagining Educational Technology in English Language Classrooms 44 th Annual TESOL Convention Boston, Massachusetts, USA March 25, 2010 (2:00 – 2:50 PM) Boston Convention Center Room 206 A Justin Shewell Arizona State Universtiy [email_address]

3. Research Questions

4. Methods

5. Results

6. Suggestions

9. promote higher-order thinking skills

10. student-centered learning

11. facilitates learning on many different levels

13. did follow-up interviews with 56 ESL teachers who said they use technology in teaching

17. What technologies are used in ESL/EFL teaching?

18. What skills or skill areas are being impacted by technology?

22. 35 – 44 (25%)

23. 55 – 64 (23%)

24. 25 – 34 (15%)

25. Other (4%) 25 - 34 35 - 44 45 - 54 55 - 64 Other

27. 16 to 20 years (20.37%)

28. 11 to 15 years (19.75%)

29. 6 to 10 years (17.28%)

30. 1 to 5 years (8.64%)

32. Majority teach Listening, Reading, Writing, Grammar, Speaking and Vocabulary (over 80%) Other 1 to 5 years 6 to 10 years 11 to 15 years 16 to 20 years 20+ years

35. 31% with no computers in classroom

36. 10% with only 1 computer in the classroom

38. 8% with 1 connected computer

39. 35% with 15 or more connected computers

40. 13% not applicable

43. almost no access (very high ratios) – 36%

44. middle group (mixed access ratio) – 28%

46. 29% reported 3 – 4 hours per week

47. 23% reported 5 – 6 hours per week

49. 26% reported 3 – 4 hours per week

50. 15% reported 5 – 6 hours per week

51. 10% reported 10 hours per week

53. 19% reported 3 – 4 hours per week

55. 20% reported 3 – 4 hours per week

56. 25% reported less than 1 hour or none

58. Internet (84%)

59. Email (83%)

60. Search Engines (79%)

61. Word Processing (78%)

63. Blogs (31% weekly, 52% never)

64. MP3 (26% weekly, 47% never)

66. Internet (65%)

67. Email (58%)

68. Search Engines (52%)

70. Drill and Practice (37% daily/weekly, 41% never)

71. MP3 (28% weekly, 50% never)

73. Organize and store information (75%)

74. Support individualized learning (69%)

75. Remediation of basic skills (64%)

76. Create visual displays of data or information (eg. charts, graphs, maps) (62%)

77. Communicate information as the result of investigations (57%)

79. Organize and store information (48%)

80. Communicate information as the result of investigations (44%)

81. Create visual displays of data or information (eg. charts, graphs, maps) (41%)

82. Support individualized learning (41%)

83. Remediation of basic skills (34%)

85. Authentic language input (77%)

87. Communicate with others (49%)

88. Authentic language input (49%)

89. Integration (continued) None A little Some A lot N/A Total Grammar 1.7% 33.9% 27.1% 35.6% 1.7% 59 15.3% 30.5% 32.2% 15.3% 6.8% 59 Listening 1.7% 10.3% 25.9% 58.6% 3.4% 58 14.8% 8.2% 34.4% 37.7% 4.9% 61 Reading 3.3% 3.3% 42.6% 47.5% 3.3% 61 13.6% 15.3% 49.2% 20.3% 1.7% 59 Writing 3.3% 9.8% 37.7% 47.5% 1.6% 61 15.5% 17.2% 36.2% 29.3% 1.7% 58 Speaking 24.1% 20.7% 34.5% 17.2% 3.4% 58 27.9% 21.3% 24.6% 23.0% 3.3% 61 Vocabulary 3.3% 11.7% 33.3% 50.0% 1.7% 60 9.8% 14.8% 41.0% 31.1% 3.3% 61 Computer Usage by Skill Area

91. 55% said old or malfunctioning computers

92. 63% said slow Internet access

93. 53% said not enough time

94. 51% said not enough support to fix problems

95. 49% said not enough support from administrators

97. 82% felt Internet had a big impact on teaching

98. 55% felt technology best at supplemental activities outside of class

99. 55% felt technology should be totally integrated into curriculum

101. 20% reported only 1 hour per month

102. 14% reported 2 hours per month

104. 63% attended institutional workshops

105. 63% read journals or academic resources

107. Exploring alone (76%)

108. Workshops (including conferences) (70%)

113. Access is only one predictor of integration level