CALL research, practice and teachers' roles

Son, Jeong-Bae (2017) CALL research, practice and teachers' roles. In: Language teacher education and technology: approaches and practices. Advances in Digital Language Learning and Teaching . Bloomsbury Academic, London, pp. 51-62. ISBN 978-1-3500-2040-5

Abstract

This chapter presents a computer-assisted language learning (CALL) training course offered at an Australian university and describes the underlying approach taken in the course and the content of the course. It also looks at features of the course and discusses issues and challenges of teaching the course. The CALL course takes a modular approach and consists of three main modules: background; research; and language teachers in CALL environments. Regular updates are expected to reflect the increasing use of digital technologies and resources.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 20 Dec 2017 05:10
Last Modified: 11 Jun 2018 04:25
Uncontrolled Keywords: Computer-assisted language learning, teacher development, language teachers, online interaction, digital technologies
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
20 Language, Communication and Culture > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/32649

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