The document summarizes a study that investigated Thai university English lecturers' beliefs about using technology in English as a foreign language (EFL) instruction. It describes the study's methodology, which included surveys and interviews of lecturers, and presents examples of technology uses that lecturers believed were relevant as well as technology-enhanced instructional scenarios discussed in interviews. The conclusion is that lecturers are selective in their technology choices based on how tools fit their teaching contexts and enhance learning and that their preferences are shaped by student and classroom factors.

1. Teacher cognition and technology-mediated language teaching in Thai tertiary contexts T.Suwannasom School of Language Studies Massey University Palmerston North, New Zealand

4. Methodology A survey questionnaire: 47 university EFL lecturers Semi-structured interviews and Unstructured interviews: 7 lecturers Observation and Research Journal

6. Technology-enhanced instructional scenarios used in semi-structured interviews Wuthichai Jintana Arunya - Students use a synchronous tool to communicate with key pals. - Students join public discussion forums and search through the WWW. - Students create multimedia web-based content and interact with global readers. Socio-cognitive : construct knowledge through negotiation and interaction; use language to socialize Rattana Wanwisa Chanchai - Students revise their own drafts and exchange online feedback with peers. - Students practice writing through asynchronous communication with other language learners. - Students write collaboratively and practice online research Cognitive : collaborative work, comprehensible input; planning and revising Siripen Tassanee Pipat - Students do grammar exercises and tests on websites or CD-Roms - Students practice writing texts in threaded discussion with model structures. - Students do recommended language exercises and use online references Structural : giving drills, practices, models, corrective feedback Scenarios Activities Principles (Kern and Warschauer, 2000)

7. Using scenarios in semi-structured interviews ( Network-based language teaching ( Kern and Warschauer, 2000)) Exchanging emails with NNS keypals Use search engines and do online research for group projects Create a web page or web blog for language learning Chat with NS/NSS keypals Discuss local/global issues on web forums Use online dictionary or references Exchange electronic essays and feedbacks How well would thess classroom scenarios fit into Thai tertiary EFL instruction ?

8. How well would this classroom scenario fit into Thai EFL contexts ? -teacher centredness -teacher’s choices -students’ limited participation -communication between the teacher and students “ Pipat usually downloads materials from websites and online writing labs to use in the classroom. Students’ written drafts have to be word-processed and e-mailed to him. He recommends EFL writing websites to students so they can study after class. Students are welcome to email him asking about course assignments and general questions about their study.”

9. Participants’ Responses “ Using online materials is convenient for many teachers. It save a lot of time and money. Students are quite happy to use word processors for their essay writing. Actually, my students are doing something like this. It’s easy for both the teacher and students to read, write, and rewrite. Emails can promote communications between students and the teacher. I like to hear from students...” “ Students haven’t had much freedom to choose materials. Why don’t we let students find materials that they want to learn? There should be more options for students to explore online information. I believe students at this level need to practice autonomous learning strategies.. They should have an opportunity to explore online information and choose what they want to study.”

11. Participants’ Responses “ If students are beginners, it’s very difficult for them to write argumentative posts on the web forum. Beginner students need a lot of explicit instructions and models for writing. It’s necessary that teachers teach them how to write paragraphs before writing on the forum. This may be possible in case students already learned paragraph writing or they are at advanced level. This is a good activity focusing on learners’ interests and participation.” “ Problems may arise when students vote for discussion topics. Thai student not likely to follow local and global issues. They may not come up with a good topic for discussion and writing. Students need some background knowledge to make their points on the forum. Writing should start from a topic that they can write from their own idea and experiences, so they won’t end up in plagiarism.”