Experiences of English as Foreign Language student using ICT in their learning process
DOI:
https://doi.org/10.26817/16925777.1396Keywords:
English language teaching, ICT, Language learning, Narratives, ExperiencesAbstract
This article presents the results of a narrative analysis that looked into some EFL students’ experiences related to their English learning processes and the use of ICT (Information and Communication Technologies). The study was carried out at a university in southern Colombia. The main objective was to understand the participants’ experiences in the institutional English courses at a university while using ICT during their language learning process. The data was collected through in-depth interviews and life stories. The English students’ experiences are relevant to validating a new teaching tool or strategy in a specific context. The main conclusion indicates that ICT in language teaching needs to be articulated with other appropriate tools, practices, methodologies, and approaches to achieve meaningful learning.
Downloads
References
Ariza, A., & Suárez Sánchez, M. (2013). Effectiveness of the integration of ICT tools and activities to foster awareness as the first stage to reach learning autonomy. GIST - Education and Learning Research Journal, (7), 154-172. https://latinjournal.org/index.php/gist/article/view/611
Ballén, D. (2014). The role of blogs and web resources in students' autonomous learning awareness. HOW Journal, 21(2), 10-30. https://doi.org/10.19183/how.21.2.2
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994
Barkhuizen, G. & Wette, R. (2008). Narrative frames for investigating the experiences of language teachers. System, 36, pp. 372-387. https://doi.org/10.1016/j.system.2008.02.002
Boyce, C. & Neale, P. (2006) Conducting in-depth interviews: A guide for designing and conducting in-depth interviews for evaluation input. Pathfinder International. http://www2.pathfinder.org/site/DocServer/m_e_tool_series_indepth_interviews.pdf?docID=6301
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Development of an instrument to measure preservice teachers' technology skills, Technology Beliefs, and Technology
Barriers. Computers in the Schools, 25, 112-125. https://doi.org/10.1080/07380560802157972
Cariaga, R. (2016). Developing digital L2 literacy during compulsory schooling. Enletawa Journal, 8(2), 87-101. https://doi.org/10.19053/2011835X.5437
Castañeda-Trujillo, J. E. & Cruz Arcila, F. (2012). Through teachers' eyes: The use of virtual classrooms in ELT. HOW Journal, 19(1), 76-92. https://www.howjournalcolombia.org/index.php/how/article/view/39
Castañeda-Trujillo, J. E. & Rincón, L. (2018). Foreign language teachers' education: Challenges and implications in integrating technologies of information and communication. In H. Castañeda-Peña (Ed.), Technology in ELT: Achievements and challenges for elt development (pp. 75-94). Universidad Distrital Francisco José de Caldas. https://die.udistrital.edu.co/sites/default/files/doctorado_ud/produccion/foreign_language_teachers_education_challenges_and_implications_in_integrating_technologies_of_information_and_communication.pdf
Castañeda-Trujillo, J. E., & Jaime Osorio, M. F. (2021). Pedagogical strategies used by English teacher educators to overcome the challenges posed by emergency remote teaching during the COVID-19 pandemic. Íkala, Revista De Lenguaje Y Cultura, 26(3), 697-713. https://doi.org/10.17533/udea.ikala/v26n3a12
Chivatá, Y. P., & Oviedo, R. C. (2018). EFL students' perceptions of activeness during the implementation of flipped learning approach at a colombian university. GIST - Education and Learning Research Journal, (17), 81-105. https://doi.org/10.26817/16925777.436
Ciroma, Z. I. (2014). ICT and education: Issues and challenges. Mediterranean Journal of Social Sciences, 5(26), 98. https://doi.org/10.5901/mjss.2014.v5n26p98
Cohen, S. L., & Calderon Aponte, D. (2021). Powerful pedagogies in times of COVID: An online pedagogical collaboration between efl students and esl teacher candidates. Íkala, Revista De Lenguaje Y Cultura, 26(3), 731-745. https://doi.org/10.17533/udea.ikala.v26n3a14
Conle, C. (2000). Narrative Inquiry: Research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49-63. https://doi.org/10.1080/713667262
Correa Díaz, A. M. (2012). Teaching foreign trade in English through the modalities based on competences and using Moodle. Profile: Issues in Teachers' Professional Development, 14(2), 163-180. https://revistas.unal.edu.co/index.php/profile/article/view/34074
Cote Parra, G. E. (2015). Engaging foreign language learners in a web 2.0-mediated collaborative learning process. Profile: Issues in Teachers' Professional Development, 17(2), 137-146.https://doi.org/10.15446/profile.v17n2.47510
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
Etherington, K. (2009). Life story research: A relevant methodology for counsellors and psychotherapists. Counselling and Psychotherapy Research, 9, 225-233. https://doi.org/10.1080/14733140902975282
Fandiño ParraY. J. (2012). The Impact of ICT Training Through Wikis on In-Service EFL Teachers: Changes in Beliefs, Attitudes, and Competencies. HOW Journal, 19(1), 11-32. https://doi.org/10.2139/ssrn.2296142
Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112- 125.
Galvis Pinzón, D. P., & Callejas, L. L. (2017). Creating multimodal texts online to improve young adults' English skills at two state institutions. Enletawa Journal, 9(2), 33-54. https://doi.org/10.19053/2011835X.7545
García Chamorro, M., & Rey, L. (2013). Teachers' beliefs and the integration of technology in the EFL class. HOW Journal, 20(1), 51-72. https://www.howjournalcolombia.org/index.php/how/article/view/23
García Trejos, S. R., Diaz Pascuas, R. L., & Artunduaga Cuellar, M. T. (2018). Skype sessions as a way to provide additional oral practice of English university students. Colombian Applied Linguistics Journal, 20(1), 62-78. https://doi.org/10.14483/22487085.10826
Gómez-OrjuelaY. R. (2021). Digital skills for communication and content creation: Can b-learning greatly influence them?. HOW Journal, 28(1), 45-68.https://doi.org/10.19183/how.28.1.568
Gunduz, N., & Ozcan, D. (2017). Implementation of the Moodle System into EFL classes. Profile: Issues in Teachers' Professional Development, 19(_sup1), 51-64. https://doi.org/10.15446/profile.v19n_sup1.68571
Guzmán Gámez, D. Y., & Moreno Cuellar, J. A. (2019). The use of Plotagon to enhance the English writing skill in secondary school students. Profile: Issues in Teachers' Professional Development, 21(1), 139-153. https://doi.org/10.15446/profile.v21n1.71721
Kumar, S., & Tammelin., M. (2014). Integrating ICT into language learning and teaching: Guide for institutions. ODLAC.
Lin, V., Kang, Y., Liu, G., Lin, W. (2016) Participants' experiences and interactions on Facebook group in an EFL course in Taiwan. The Asia-Pacific Education Researcher, 25, 99-109. https://doi.org/10.1007/s40299-015-0239-0
Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938
Merriam, S. B. (2009). Qualitative research: A Guide to Design and Implementation. Jossey Bass.
Neiva Montaño, H. K. (2021). Developing oral interaction skills in foreign language learners through media literacy. Colombian Applied Linguistics Journal, 23(1), 3-16. https://doi.org/10.14483/22487085.13373
Okauru, I. O. (2011, July 12). Emerging issues in tax administration: the way forward for Nigeria. The 4th National Conference of the Department of Finance. https://www.proshareng.com/admin/upload/report/EmergingIssuesInTaxAdministrationAtUnilag.pdf
Ortiz Navarrete, M., & Ferreira Cabrera, A. (2014). Proposing a wiki-based technique for collaborative essay writing. Profile: Issues in Teachers' Professional Development, 16(2), 185-198. https://doi.org/10.15446/profile.v16n2.38877
Pascual, D. (2019). Learning English with travel blogs: A genre-based process-writing teaching Proposal. Profile: Issues in Teachers' Professional Development, 21(1), 157-172. https://doi.org/10.15446/profile.v21n1.71253
Pham, L. (2018). Qualitative approach to research: A Review of key paradigms: positivism, interpretivism and critical inquiry. The University of Adelaide. https://doi.org/10.13140/RG.2.2.13995.54569
Picón-Jácome, E. (2021). Profesor y portafolio en la consolidación de una cultura de la evaluación-como-aprendizaje. Colombian Applied Linguistics Journal, 23(2), 213-228. https://doi.org/10.14483/22487085.16004
Pineda Hoyos, J. E., & Tamayo Cano, L. H. (2016). E-moderating and E-tivities: The implementation of a workshop to develop online teaching skills in in-service teachers. Profile: Issues in Teachers' Professional Development, 18(1), 97-114. https://doi.org/10.15446/profile.v18n1.44269
Quitián Bernal, S. P., & González Martínez , J. (2022). La lectura digital en la modalidad blended-learning. Una perspectiva educativa. Colombian Applied Linguistics Journal, 24(1), 51-66. https://doi.org/10.14483/22487085.17681
Ramirez, M. (2018). Flipping a pronunciation lesson for a teacher training course. In: Mehring, J., Leis, A. (eds) Innovations in Flipping the Language Classroom, (pp. 45-57). Springer. https://doi.org/10.1007/978-981-10-6968-0_4
Ramirez, M., & Buitrago, C. R. (2022). In-Class Flip: A student-centered approach to differentiated learning. International Society for Technology in Education.
Ramírez-Lizcano, N., & Cabrera-Tovar, M. A. (2020). EFL Learners' Perceptions About Language Learning and Culture When Using Telecollaboration. Profile: Issues in Teachers' Professional Development, 22(2), 95-113. https://doi.org/10.15446/profile.v22n2.82213
Rátiva Velandia, M., Pedreros Torres, A. L., & Núñez Alí, M. (2012). Using web-based activities to promote reading: An exploratory study with teenagers. Profile: Issues in Teachers' Professional Development, 14(2), 11-27. https://revistas.unal.edu.co/index.php/profile/article/view/34034
Rincón-Ussa, L. J., Fandiño-Parra, Y. J., & Cortés-Ibañez, A. M. (2020). Educational innovation through ICT-mediated teaching strategies in the initial teacher education of English language teachers. GIST - Education and Learning Research Journal, 21, 91-117. https://doi.org/10.26817/16925777.831
Riessman, C. (2005). Narrative Analysis. In: Narrative, memory & everyday life. University of Huddersfield, (pp. 1-7). http://eprints.hud.ac.uk/id/eprint/4920/
Rojas Rojas, Y. A. (2019). Una herramienta TIC en un colegio rural: ¿Un inconveniente para los estudiantes de idiomas en el colegio?. Enletawa Journal, 11(1), 91-109.
https://doi.org/10.19053/2011835X.8977
Sánchez Narváez, N., & Chavarro Vargas, S. A. (2017). EFL oral skills behaviour when implementing blended learning in a content-subject teachers' professional development course. Colombian Applied Linguistics Journal, 19(2), 263-276. https://doi.org/10.14483/22487085.11964
Tan C., & Liu M. (2016) Using ICT in Teaching the Chinese Language: Practices and Reflections from Singapore. In: Soh K. (eds) Teaching Chinese Language in Singapore, (pp. 45-63). Springer. https://doi.org/10.1007/978-981-10-0123-9_4
Universidad Surcolombiana (2009). Acuerdo Número 065 de 2009. Universidad Surcolombiana: Portal Universitario. https://www.usco.edu.co/archivosUsuarios/12/publicaciones_documentos/consejo_superior/consejo_superior_2009/acuerdo_065_de_2009.pdf
Wang, L. (2005). The Advantages of using technology in second language education: Technology integration in foreign language teaching demonstrates the shift from a behavioral to a constructivist learning approach. T H E Journal (Technological Horizons In Education), 32(10), 38-42. https://digitalliteracypresentation.weebly.com/uploads/1/4/1/3/14132518/pros_and_cons.pdf
Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.
Wilkinson, M. (2007). Language Learning with ICT. In M. Wilkinson, English Language Teaching Today (pp. 257-276). Springer. https://doi.org/10.1007/978-3-319-38834-2_18
Weiler, K. (1998). Women teaching for change: Gender, class, and power. Bergin and Garvey
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
