CALLing Student Teachers. Modern Language Student Teachers and their Perceptions of Computer Assisted Language Learning (CALL) in Initial Teacher Education

Doctoral Thesis / Dissertation , 2023 , 601 Pages , Grade: Pass

Pedagogy - Media Pedagogy

The perceptions of student teachers on Computer Assisted Language Learning (CALL) remain underexamined in literature. This mixed methods study explored the perceptions of Modern Language (ML) student teachers to CALL at commencement and completion of Initial Teacher Education (ITE) in 2020/21. These student teachers were in seven institutions across England, Scotland, Wales, and Northern Ireland.

It was found that student teachers were less positive about CALL usage at the end of their ITE programmes. Self-directed learning also overtook university education to become the primary channel of CALL knowledge acquisition for student teachers at ITE close. A total of thirty factors were found to influence the CALL behaviours of student teachers. The issue of workload was especially significant in follow-up focus groups. The CALL behaviours of student teachers also diverged from their initial expectations.

However, these findings were not a one-size-fits-all for the whole student teacher population. There was evidence of local diversity between and within whole UK jurisdictions. Student teachers collectively suggested twelve recommendations to enhance CALL instruction in Postgraduate Certificate in Education (PGCE) and Postgraduate Diploma in Education (PGDE) courses. This investigation has produced a new and original theoretical framework that depicts the student teacher pathway to CALL adoption. The Student Teacher CAL Acceptance Model (STCAM) has been designed, tested, and refined over the course of my research project.

Table of Contents

List of Abbreviations

List of Figures

List of Tables

Acknowledgements

Abstract

CHAPTER I: INTRODUCTION
1.1 Introduction To CALL
1.2 Introduction To My research project
1.3 Overview Of Chapters

CHAPTER 2: COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
2.1 Introduction
2.2 Definition Of Terms
2.3 Historical Background Of CALL
2.3.1 Structural/ Behaviouristic CALL
2.3.2 Communicative CALL
2.3.3 Integrative CALL
2.3.4 Restricted, Open And Integrated CALL
2.3.5 Contemporary Research On CALL
2.3.6 Summary Of CALL History
2.4 CALL Theoretical Frameworks
2.4.1 Egbert And HansonSmith’s CALL Environments
2.4.2 Hubbard’s Theoretical Model
2.4.3 Chapelle’s Evaluative Framework
2.4.4 Summary Of CALL Theoretical Frameworks
2.5 Advantages Of CALL
2.6 Limitations Of CALL
2.7 Persuading Factors To CALL Adoption
2.7.1 Attitude Of CALL
2.7.2 Learning Conditions
2.7.3 Factors Of Influence
2.8 Chapter Summary and Overview of ITE

CHAPTER 3: CALL IN TEACHER EDUCATION
3.Introduction
3.1 CALL And Teacher Education
3.2 Research Gap
3.3 Aim
3.4 Research Questions
3.5 The UK Context
3.6 Regional Variability And Local Contexts
3.7 England
3.8 Scotland
3.9 Wales
3.10 Northern Ireland
3.11 Models Of Technology Adoption
3.12 Diffusion of Innovations Theory (DIT)
3.13 Theory Of Reasoned Action (TRA)
3.14 Technology Acceptance Model (TAM)
3.15 Theory Of Planned Behaviour (TPB)
3.16 The Unified Theory Of Acceptance And Use Of Technology (UTAUT)
3.17 Model Of Personal Computer Utilisation (MPCU)
3.18 The Student Teacher CALL Acceptance Model (STCAM)
3.19 Chapter Summary And Most Salient Points

CHAPTER 4: RESEARCH DESIGN
4.1 Introduction
4.2 Overview Of Research Models
4.2.1 Quantitative Research And Data Collection
4.2.1.1 ClosedEnded Questionnaire Surveys
4.2.1.2 Structured Interviews
4.2.1.3 Summary Of Quantitative Research
4.2.2 Qualitative Research And Data Collection
4.2.2.1 Case Studies
4.2.2.2 Focus Groups
4.2.2.3 SemiStructured And Unstructured Interviews
4.2.2.4 Summary Of Qualitative Research
4.2.3 Mixed Methods Research
4.1 Ethical Issues
4.1.1 Confidentiality
4.1.2 Anonymity
4.1.3 Informed Consent
4.1.4 Beneficence And NonMaleficence
4.1.5 Summary Of Ethical Issues
4.2 ITE Selection: Inclusion Criteria
4.2.1 University Versus School Led Teacher Education
4.2.2 Method Of Delivery
4.2.3 Geographical Distribution
4.2.3.1 Northern Ireland
4.2.3.2 Wales
4.2.3.3 Scotland
4.2.3.4 England
4.2.3.5 Summary Of ITE Selection
4.3 Data Collection Procedures
4.3.1 PreStudy 1: Mapping Exercise
4.3.2 PreStage 2: Pilot Study
4.3.3 Stage One: Online Questionnaire To ML ITE Establishments
4.3.4 Stage Two: Biodemographic/ Confidence In CALL Questionnaire And Initial Focus Group With Student Teachers
4.3.5 Stage Three: SemiStructured Interviews With Teacher Educators
4.3.6 Stage Four: Biodemographic/ Confidence In CALL Questionnaire And FollowUp Focus Groups With Student Teachers
4.4 Data Analysis
4.4.1 Descriptive Statistics
4.4.1.1 Measures Of Central Tendancy
4.4.1.2 Measures Of Dispersion
4.4.2 Thematic Analysis
4.5 Reliability
4.6 Validity
4.7 Lessons Learned From The Pilot Study
4.8 Contingency Planning

CHAPTER 5: LEARNING CONDITIONS
5.1 Introduction
5.2 Current Learning Conditions
5.2.1 University Education On CALL
5.2.2 SchoolLed Training On CALL
5.2.3 SelfDirected Instruction On CALL
5.2.4 PAL On CALL
5.3 Recommended Learning Conditions
5.3.1 Very Common Recommendations
5.3.1.1 Provide Explicit Teacher Educator Modelling On CALL
5.3.1.2 Develop Teacher Educator Digital Literacy
5.3.1.3 Enhance Teacher Educator Enthusiasm To CALL
5.3.1.4 Involve CALL Specialists
5.3.1.5 Dedicate Time For CALL
5.3.1.6 Improve Student Teacher Confidence In CALL
5.3.1.7 Facilitate Active And Kinesthetic Learning For Student Teachers
5.3.1.8 Teach The Nuts And Bolts Of CALL Pedagogy
5.3.1.9 Include CALL In Student Teacher Reflective Practice
5.3.1.10 Create A Specific Unit or Module On CALL
5.3.1.11 Offer a Subject Knowledge Enhancement (SKE) Course/ bootcamp on CALL
5.3.1.12 Instruct Student Teachers on the Process and Value of Remote Learning
5.4 Chapter Summary and Most Salient Points

CHAPTER 6: ATTITUDE OF CALL
6.1 Introduction
6.2 Overview Of Attitudinal Changes
6.3 Attitude of CALL (Perceived Ease Of Use And Perceived Usefulness Of CALL)
6.3.1 Perceived Ease Of CALL
6.3.2 Perceived Usefulness of CALL
6.3.2.1 Positive Perceptions Of CALL Usefulness
6.3.2.2 Negative Perceptions Of CALL Usefulness
6.3.2.3 Mixed Perceptions Of CALL Usefulness
6.4 CALL DecisionMaking Versus CALL Engagement And Implementation
6.4.1 CALL DecisionMaking: Behavioural Intent/ Expectations Of CALL Usage
6.4.2 CALL Engagement And Implementation: Actual CALL Usage
6.4.3 Predictions Of CALL Usage As A NQT
6.5 Chapter Summary And Most Salient Points

CHAPTER 7: FACTORS OF INFLUENCE IN CALL IMPLEMENTATION
7.1 Introduction
7.2 Identifying Key Factors Of Influence In CALL Realisation
7.3 Student Teacher Characteristics
7.3.1 External Student Teacher Characteristics
7.3.1.1 Language of Instruction
7.3.1.2 Student Teacher Workload
7.3.1.3 Classroom Management Skills
7.3.1.4 School Placement Experiences
7.3.1.5 Future Employment
7.3.2 Internal Student Teacher Characteristics
7.3.2.1 Confidence In CALL
7.3.2.2 Digital Literacy
7.3.2.3 Pressure/ Expectation To Use CALL
7.3.2.4 CALL Preparedness
7.3.3 Summary Of Student Teacher Characteristics
7.4 Contextual/ Geographic Factors
7.4.1 COVID
7.4.2 Curriculum
7.4.3 Local Authorities
7.4.4 Education Inspectorates
7.4.5 Teachers’ Standards/ Professional Standards
7.4.6 HwB and PLP
7.5 LearnerBased Variables
7.5.1 Pupil Digital Access
7.5.2 Pupil Digital Literacy
7.5.3 Pupil Feedback
7.5.4 SEND/ AEN
7.5.5 Pupil Age
7.5.6 Pupil Learning Styles
7.6 Chapter Summary And Most Salient Points

CHAPTER 8: DISCUSSION – IMPLICATIONS FOR RESEARCH QUESTIONS
8.1 Introduction 265
8.2 Implications For Research Questions
8.3 Research Question 1: Are There Any Differences In The Perceptions Of Student Teachers Towards CALL Between Commencement And Completion Of ITE?
8.3.1 Changes To Learning Conditions
8.3.2 Shifts in Attitude of CALL
8.3.3 Fluctuating Factors Of Influence
8.3.4 Variations In CALL DecisionMaking/ CALL Engagement And Implementation
8.3.5 Summary Of Research Question
8.4 Research Question 2: What Factors Impact On The Use And Integration Of CALL In Teacher Education Across The UK?
8.4.1 Student Teacher Characteristics
8.4.2 Contextual/ Geographic Factors
8.4.3 LearnerBased Variables
8.4.4 Summary Of Research Question
8.5 Research Question 3: How Do Regional Contexts Impact On Student Teachers’ Integration Of CALL?
8.5.1 The Local Nature Of Learning Conditions
8.5.2 The Regional Dimension Of Attitude of CALL
8.5.3 Contextual Variation In Factors Of Influence
8.5.4 Local Diversity In CALL DecisionMaking/ CALL Engagement And Implementation
8.5.5 Summary Of Research Question
8.6 Research Question 4: What Further Opportunities Could Enhance CALL Integration In ITE?
8.6.1 Teacher Educator Improvements
8.6.2 Enhancements To ITE
8.6.3 Student Teacher Recommendations
8.6.4 Summary Of Research Question
8.7 Chapter Summary

CHAPTER 9: CONCLUSION
9.1 Introduction
9.2 Research Questions
9.2.1 Attitudinal Changes
9.2.2. Influential Factors
9.2.3 Regional Variability
9.2.4 ITE Enhancements
9.3 Limitations Of The Study
9.3.1 ITE Recruitment
9.3.2 COVID
9.3.3 Sample Size
9.4 Future Research
9.4.1 Study Replication
9.4.2 Factors Of Influence In School Settings
9.4.3 Future Investigations In ITE
9.5 Implications For Policy And Practice
9.5.1 My STCAM
9.5.2 Promotion Of Student Teacher CALL Behaviours
9.5.3 Theoretical Integration Of My STCAM
9.5.4 Pedagogical Enhancements To CALL In ITE
9.5.5 Greater Focus On Teacher Educators
9.5.6 Prioritisation Of CALL In Placement Schools
9.5.7 Promotion Of Future Research
9.6 Chapter Summary

BIBLIOGRAPHY

APPENDICES
Appendix A: ITE Teacher Educator Questionnaire
Appendix B: Focus Group Information Sheet for Student Teachers
Appendix C: Focus Group Consent Form for Student Teachers
Appendix D: Biodemographic and Confidence in CALL Questionnaire for Student Teachers
Appendix E: Initial Focus Group Questions for Student Teachers
Appendix F: Information Sheet for Teacher Educator Interviews
Appendix G: Consent Form for Teacher Educator Interviews
Appendix H: Teacher Educator Interview Schedule
Appendix I: FollowUp Focus Group Questions for Student Teachers
Appendix J: Initial South of England Focus Groups (Group 1)
Appendix J: Initial South of England Focus Groups (Group 2)
Appendix K: FollowUp South of England Focus Groups (Group 1)
Appendix L: Initial Urban Scotland Focus Groups (Group 1)
Appendix L: Initial Urban Scotland Focus Groups (Group 2)
Appendix L: Initial Urban Scotland Focus Groups (Group 3)
Appendix M: FollowUp Urban Scotland Focus Groups (Group 1)
Appendix M: FollowUp Urban Scotland Focus Groups (Group 2)
Appendix N: Initial Northern Ireland Focus Group
Appendix O: FollowUp Northern Ireland Focus Group
Appendix P: Initial Rural Scotland Focus Group
Appendix Q: FollowUp Rural Scotland Focus Group
Appendix R: Initial North of England Focus Groups (Group 1)
Appendix R: Initial North of England Focus Groups (Group 2)
Appendix R: Initial North of England Focus Groups (Group 3)
Appendix S: FollowUp North of England Focus Groups (Group 1)
Appendix S: FollowUp North of England Focus Groups (Group 2)
Appendix S: FollowUp North of England Focus Groups (Group 3)
Appendix T: Initial Welsh Focus Group
Appendix U: FollowUp Welsh Focus Group
Appendix V: Initial London Focus Groups (Group 1)
Appendix V: Initial London Focus Groups (Group 2)
Appendix V: Initial London Focus Groups (Group 3)
Appendix V: Initial London Focus Groups (Group 4)
Appendix W: Followup London Focus Groups (Group 1)
Appendix W: Followup London Focus Groups (Group 2)

• College: University of Ulster
• Grade: Pass
• Author: Louise Hanna (Author)
• Publication Year: 2023
• Pages: 601
• Catalog Number: V1442514
• ISBN (PDF): 9783964877048
• ISBN (Book): 9783964877055
• Language: English
• Tags: CALL, education, teachers, modern languages