Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2024, Cilt: 25 Sayı: 4, 244 - 259, 01.10.2024
https://doi.org/10.17718/tojde.1360065

Öz

Kaynakça

  • Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85–97. https://doi.org/https://doi.org/10.14742/ajet.4711
  • Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
  • Baz, H. E., Balcikanli, C., & Cephe, P. T. (2018). Introducing an innovative technology integration model: Echoes from EFL pre-service teachers. Education and Information Technologies, 23(5), 2179–2200. https://doi.org/10.1007/s10639-018-9711-9
  • Bhattacharya, S. (2017). A study on the factors affecting ESL learners ’ English speaking skills. International Journal of English Research, 3(4), 31–37.
  • Bohlke, D. (2014). Fluency oriented second language teaching. In M. Celce-Murcia, D. M. Brinton, & M. Snow (Eds.), Teaching English as a second or foreign language (pp. 121–135). National geographic Learning.

INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS

Yıl 2024, Cilt: 25 Sayı: 4, 244 - 259, 01.10.2024
https://doi.org/10.17718/tojde.1360065

Öz

This study aimed at exploring how English as a foreign language (hereafter, EFL) preservice teacher (hereafter, PSTs) who had no teaching experience perceived Informal Digital Learning of English (hereafter, IDLE) and their IDLE implementation ideas for their future students’ out-of-class activities to support formal classroom instruction. The researchers employed a basic qualitative design to understand the participants’ perceptions and implementation ideas. The data were gathered through interviews and document analysis, and subsequently, 14 EFL PSTs with no prior teaching experience were recruited using a purposive sampling strategy. The data were transcribed, coded, and analyzed using inductive thematic analysis. The findings give new insights that the participants had positive perceptions towards IDLE and had various implementation ideas of IDLE for their future students, mostly through disrupting Web 2.0 technology tools, even though they had no teaching experience using technology. Two implications for English educators and teacher education programs are highlighted in this article: changing teachers’ mindsets towards EFL learning and the insertion of IDLE as a topic into pedagogy courses.

Etik Beyan

This research project has received ethical approval from the Universitas Pendidikan Ganesha Institutional Review Board (IRB). Informed consent has been obtained from all participants, ensuring they are aware of the study's purpose, procedures, and their rights. Participants' privacy and confidentiality are rigorously protected throughout the research process.

Destekleyen Kurum

Universitas Pendidikan Ganesha

Kaynakça

  • Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85–97. https://doi.org/https://doi.org/10.14742/ajet.4711
  • Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147–161. https://doi.org/10.1080/17501229.2017.1394307
  • Baz, H. E., Balcikanli, C., & Cephe, P. T. (2018). Introducing an innovative technology integration model: Echoes from EFL pre-service teachers. Education and Information Technologies, 23(5), 2179–2200. https://doi.org/10.1007/s10639-018-9711-9
  • Bhattacharya, S. (2017). A study on the factors affecting ESL learners ’ English speaking skills. International Journal of English Research, 3(4), 31–37.
  • Bohlke, D. (2014). Fluency oriented second language teaching. In M. Celce-Murcia, D. M. Brinton, & M. Snow (Eds.), Teaching English as a second or foreign language (pp. 121–135). National geographic Learning.
Toplam 5 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hayat Boyu Öğrenme
Bölüm Articles
Yazarlar

I Putu Indra Kusuma 0000-0002-1574-6070

Ni Luh Putu Eka Sulistya Dewi 0000-0001-5487-1483

A.a. Gede Yudha Paramartha 0000-0002-2499-3655

Yayımlanma Tarihi 1 Ekim 2024
Gönderilme Tarihi 2 Ekim 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 25 Sayı: 4

Kaynak Göster

APA Kusuma, I. P. I., Dewi, N. L. P. E. S., & Paramartha, A. G. Y. (2024). INFORMAL DIGITAL LEARNING OF ENGLISH TO SUPPORT A FORMAL SPEAKING COURSE: EFL PRESERVICE TEACHERS’ PERCEPTIONS AND IMPLEMENTATION IDEAS. Turkish Online Journal of Distance Education, 25(4), 244-259. https://doi.org/10.17718/tojde.1360065