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Korean EFL Teachers’ Beliefs about Technology-Assisted Language Teaching and Practices in the Classroom
Hanna Lee(Leeds Metropolitan
University)
My Interests…
English
My feeling… in Reality
Move into my PhD research
Korean EFL teachers’ personal beliefs when they teach English with technology in the classroom
Technology in education
The use of technology is no longer
new in the classroom, but it has played an important role in the classroom, and the rapid expansion of the IT education industry has constantly brought about significant changes in the classroom (Leask, 2001).
Changes in L2 Classroom
Since the 1960s, computers have been increasingly used in language teaching and learning (Keene, 2006).
. The computer is potentially an
innovative and powerful educational tool that provides rich resources to L2 teachers and learners (Pascoe & Winburg, 2003).
Changes EFL Classroom in Korea
In 1998, the Korea Multimedia Education Center (KMEC) attempted to integrate technology into the English curriculum in the 3rd and 4th grades for primary school students and middle school students through EDUNET website.
English Textbook with CD-ROM titles
Almost all Korean schools have been equipped with computers in every classrooms.
Since 2000, the Ministry of Education, Science, and Technology (MEST) in Korea has been encouraging teachers to combine the teaching of EFL with Information and Communications Technology (ICT).
Changes EFL Classroom in Korea
SMART education is..
- To respond to the changing environment, by focusing on customized learning and teaching
- And will become a momentum for the innovation of the overall education system, including its environment, content, teaching method and evaluation
Changes in Korea EFL Classroom
Having proven the potential through trial runs since 2007, the Korean government will continue its development to distribute digital textbooks to primary schools from 2014 and ultimately to secondary schools by 2015.
(Dr. Ju-Ho Lee, Minister of Education and
Science Technology, 2011)
EFL teachers and learners do not only positive reactions to the use of innovative technology but it also helps them teach and learn English more effectively (Kim & Yun, 2002).
However, it tends to overemphasize its importance on education.
L2 teacher have been burned with technology as teaching materials (Lam, 2000)
- The requirements of learners and the
government to keep pace with the rapid growth of technology
- The teachers’ lack of confidence in their capability to use the technology
- Some of teachers have raised questions about actual effectiveness of using this.
Teacher Belief
1) What teachers think, know, and believe (Brog, 2003)
2) Attitudes and values about teaching, students, and the educational process (Pajares, 1993)
Teacher Belief
3) Teacher belief system is unconsciously what teachers believe about themselves, learners, teaching materials, the classroom, educational policies and so on (Kagan, 1992; Williams & Burden, 1997; Woods, 1996).
The study focuses on EFL teachers’ personal beliefs with respect to their teaching with technology. Based on a longitudinal research approach, an argument will be made not only with respect to the process of changes in teacher beliefs but also with respect to the teachers’ perceptions of the actual effectiveness of their application of technology in their teaching in the classroom.
Definition of ‘Technology’
• The word ‘technology’ and its related terms refer to any machines that can be used for L2 teaching (Lam, 2000)
Research Questions
1) What are Korean EFL teachers’ beliefs about technology-assisted language teaching?
2) What factors influence Korean EFL teachers’ beliefs change in the process of language teaching with technology?
Research Questions
3) What are Korean EFL teachers’ perceptions of actual effectiveness of technology-assisted language classroom?
4) What are the difference between Korean English education policy and Korean EFL teachers’ reality in the classroom?
Data Collection
The field work conducted from March 2011 to November 2011. Fourteen participants, who are EFL teachers at primary and secondary schools, and a supervisor, who works at local office of education, participated in this study for eight months.
Site Selection and Selecting Participants
I applied convenience sampling to this research. This type of sampling is to meet researcher’s practical purpose such as easy access, geographical proximity, respect of participant’s willingness (Cohen, Manion & Morrison, 2002; Delamont, 2002; Dörnyei, 2007).
I initially started to have interest in K and Y cities (pseudonym) for my research area because my uncle has worked at both of cities as a local officer of education in G province (pseudonym) over 40 years. In 2010, he was promoted from school commissioner in K city to superintendent of education in Y city. When I contact him for the first time on September, 2010, he is in charge of running whole educational affairs in Y city.
With his help, I could easily have opportunity to contact most primary and secondary school English teachers in these cities and find the teachers who are willing to participate in the study.
1) Teachers’ Data
- Participants : 14 Korean EFL Teachers (5 primary school teachers, 5 middle
school teachers, 4 high school teachers) - Semi-structured Interview : Each of participants once a month - Classroom Observation : Twice during whole research (with video
recording, stimulated recall)
1) Teachers’ Data
- Reflective Writing : keep a diary with their own
descriptions, thinking, feelings or interpretations of any events in and out of EFL classroom.
2) Government Officer’s Interview
- in charge of school education in G province
- To understand of his work as government policy supporters and conflict with teachers
- To understand the current states of technology equipment, computer networks, related teacher education and the government’s budget, among others
Transcribe interview data
Sort data what I’ve got from teachers
Follow-up interview on September
Keep reading and writing
I am doing now….
I expect that…
The study will contribute to better understanding of Korean EFL teachers’ beliefs when they have actual English teaching experience in using technology in the classroom, and of their perception of the Korean government’s efforts to promote the use of ICT for their teaching.
As a researcher, I would promote teacher’s real voice to the government (policy makers) and suggest practical ideas to them.
I expect that…
