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

Table of Contents

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 Hanson-Smith’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

2.9 Introduction

2.10 CALL And Teacher Education

2.11 Research Gap

2.12 Aim

2.13 Research Questions

2.14 The UK Context

2.15 Regional Variability And Local Contexts

2.15.1 England

2.15.2 Scotland

2.15.3 Wales

2.15.4 Northern Ireland

2.16 Models Of Technology Adoption

2.16.1 Diffusion of Innovations Theory (DIT)

2.16.2 Theory Of Reasoned Action (TRA)

2.16.3 Technology Acceptance Model (TAM)

2.16.4 Theory Of Planned Behaviour (TPB)

2.16.5 The Unified Theory Of Acceptance And Use Of Technology (UTAUT)

2.16.6 Model Of Personal Computer Utilisation (MPCU)

2.16.7 The Student Teacher CALL Acceptance Model (STCAM)

2.17 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 Closed-Ended 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 Semi-Structured 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 Non-Maleficence

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 Pre-Study 1: Mapping Exercise

4.3.2 Pre-Stage 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: Semi-Structured Interviews With Teacher Educators

4.3.6 Stage Four: Biodemographic/ Confidence In CALL Questionnaire And Follow-Up 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 School-Led Training On CALL

5.2.3 Self-Directed 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 Decision-Making Versus CALL Engagement And Implementation

6.4.1 CALL Decision-Making: 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-19

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 Learner-Based 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

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 Decision-Making/ CALL Engagement And Implementation

8.3.5 Summary Of Research Question 1

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 Learner-Based Variables

8.4.4 Summary Of Research Question 2

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 Decision-Making/ CALL Engagement And Implementation

8.5.5 Summary Of Research Question 3

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 4

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-19

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

Research Objectives & Key Themes

This study aims to investigate the perceptions of student teachers regarding Computer Assisted Language Learning (CALL) at the start and conclusion of their initial teacher training across the UK. By addressing attitudinal changes, challenges, and regional variations, the research seeks to develop a new theoretical model that helps improve CALL-related pedagogy in Initial Teacher Education (ITE).

• The evolution of student teachers' attitudes toward CALL readiness and usefulness.
• Identifying internal and external factors influencing the implementation of CALL in language classrooms.
• Comparing regional differences and local contexts within UK teacher education systems.
• Developing specific recommendations and a conceptual framework to enhance CALL instruction for new teachers.

Excerpt from the Book

Summary of Chapters

CHAPTER I: INTRODUCTION: This chapter provides an overview of Computer Assisted Language Learning (CALL) and introduces the research aim to understand student teachers' perspectives on its usage.

CHAPTER 2: COMPUTER ASSISTED LANGUAGE LEARNING (CALL): This chapter covers the historical development of CALL and introduces key theoretical frameworks that influence the research.

CHAPTER 3: CALL IN TEACHER EDUCATION: This chapter analyzes how CALL is integrated into Initial Teacher Education (ITE) programs across different UK regions.

CHAPTER 4: RESEARCH DESIGN: This chapter outlines the mixed-methods methodology, including data collection strategies and ethical considerations for the study.

CHAPTER 5: LEARNING CONDITIONS: This chapter examines the various ways student teachers acquire CALL knowledge, such as through university courses and self-directed learning.

CHAPTER 6: ATTITUDE OF CALL: This chapter sheds light on the attitudinal shifts of student teachers regarding the ease and usefulness of CALL throughout their training.

CHAPTER 7: FACTORS OF INFLUENCE IN CALL IMPLEMENTATION: This chapter identifies the internal and external variables that affect how student teachers implement CALL in their classrooms.

CHAPTER 8: DISCUSSION – IMPLICATIONS FOR RESEARCH QUESTIONS: This chapter synthesizes the research findings and answers the core research questions posed at the start of the project.

CHAPTER 9: CONCLUSION: This chapter offers a concluding evaluation, acknowledging research limitations and suggesting future directions for CALL research in education.

Key Keywords

Computer Assisted Language Learning, CALL, Initial Teacher Education, ITE, Student Teachers, Teacher Training, Technology Acceptance Model, Mixed Methods Research, Digital Literacy, Language Pedagogy, Attitudinal Change, UK Education, Learning Conditions, Classroom Implementation, Modern Languages

Frequently Asked Questions

What is the core focus of this thesis?

The research explores the evolving perceptions and usage of Computer Assisted Language Learning (CALL) among student teachers of Modern Languages within Initial Teacher Education (ITE) across the UK during the 2020/21 academic year.

What are the primary themes investigated in this work?

The central themes include the developmental history of CALL, the influence of learning environments on student teachers, their attitudes toward technology, and the various internal and external factors that dictate the classroom implementation of digital tools.

What is the main objective of this investigation?

The primary aim is to understand how student teachers' mindsets toward CALL develop from the beginning to the end of their one-year teacher training programme, leading to the development of a unique conceptual model, the Student Teacher CALL Acceptance Model (STCAM).

Which methodology does the author apply?

The study utilizes a mixed-methods research design, combining quantitative questionnaires disseminated to universities across the UK with qualitative semi-structured interviews and longitudinal focus group discussions with student teachers.

What topics are explored in the main body of the work?

The body chapters delve into critical theoretical frameworks of CALL, the contextual environment of teacher education in the four UK nations, learning modalities like Peer Assisted Learning (PAL) and self-directed instruction, and the complex factors that influence, support, or hinder CALL implementation.

Which specific terms define this research?

Key terms include CALL, ITE, PGCE/PGDE, Digital Literacy, Pedagogical Content Knowledge, and Student Teacher Characteristics, all of which are central to the author's analysis of the teacher-technology relationship.

How did the author involve teacher educators in the study?

Teacher educators from various ITE institutions were involved via surveys and semi-structured interviews to provide insight into the provision of CALL training and to understand their influence on the developmental journey of student teachers.

How was the impact of the COVID-19 pandemic addressed?

The author discusses COVID-19 as a significant contextual factor that prompted a rapid shift to remote learning, which fundamentally influenced student teachers' mindsets and their access to training, necessitating a change in the methodology to virtual focus groups and interviews.