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ERIC Number: ED502217
Record Type: Non-Journal
Publication Date: 2008-May
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: N/A
Learner to Teacher: EFL Student Teachers' Perceptions on Internet-Assisted Language Learning and Teaching
Kuo, Ming-Mu
Online Submission
To meet the challenges of fast-paced globalization and a more demanding high-tech environment of the future, it is imperative to train students for equipping with relevant abilities and competencies, especially in online literacy and communication skills, and assist them to build correct technology attitude and belief. Student teachers' perception plays an important role because they will educate out next generation. The purpose of the study was to explore Taiwan EFL student teachers' perceptions about their learning experiences, beliefs, and self-efficacy on Internet-assisted language learning and teaching. Bandura's social cognitive theory (1986) indicates that people's previous experiences and personal beliefs will influence their behaviors; Davis (1989) expresses that learners' internal attitude and self-efficacy about a technology program will determine their hereafter intentions to use the program or not. For gaining a comprehensive understanding about Taiwan EFL student teachers' perceptions on Internet-assisted language teaching and learning, a quantitative research method was employed in this study. The participants of the study were two classes of 101 senior student teachers taking the EFL courses in Wenzao Ursuline College of Languages in Taiwan during the fall semester of 2007. A questionnaire on student teachers' perceptions toward Internet-assisted language teaching and learning was administered to participants. Data are reported in numbers and percentages of student responses. The major finding indicate that most of EFL student teachers have positive experiences and attitudes toward the use of Internet-assisted language instruction and consider technology to be an important approach in their future teaching careers. However, approximately one fourth of EFL student teachers in this study still do not feel confidence enough and were unsure whether they possess the skills and knowledge of technology to integrate technology into their future EFL classrooms. (Contains 3 tables.)
Publication Type: Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan