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題名 CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom
作者 Liu, Qian
招靜琪
Chao, Chin-Chi
貢獻者 英文系
日期 2018-03
上傳時間 18-十二月-2018 17:00:37 (UTC+8)
摘要 The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.
關聯 ReCALL, Vol.30, No.1, pp.68-87
資料類型 article
DOI http://dx.doi.org/10.1017/S0958344017000222
dc.contributor 英文系
dc.creator (作者) Liu, Qianen_US
dc.creator (作者) 招靜琪zh_TW
dc.creator (作者) Chao, Chin-Chien_US
dc.date (日期) 2018-03
dc.date.accessioned 18-十二月-2018 17:00:37 (UTC+8)-
dc.date.available 18-十二月-2018 17:00:37 (UTC+8)-
dc.date.issued (上傳時間) 18-十二月-2018 17:00:37 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/121426-
dc.description.abstract (摘要) The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.en_US
dc.format.extent 105 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) ReCALL, Vol.30, No.1, pp.68-87
dc.title (題名) CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroomen_US
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1017/S0958344017000222
dc.doi.uri (DOI) http://dx.doi.org/10.1017/S0958344017000222