Publication

Towards ICT-integrated language learning: Developing an implementation framework in terms of Pedagogy, Technology and Environment

Jager, S., 2009, [S.l.]: s.n.. 420 p.

Research output: ThesisThesis fully internal (DIV)Academic

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  • Title and contents

    Final publisher's version, 206 KB, PDF-document

  • Chapter 1

    Final publisher's version, 110 KB, PDF-document

  • Chapter 2

    Final publisher's version, 261 KB, PDF-document

  • Chapter 3

    Final publisher's version, 234 KB, PDF-document

  • Chapter 4

    Final publisher's version, 596 KB, PDF-document

  • Chapter 5

    Final publisher's version, 456 KB, PDF-document

  • Chapter 6

    Final publisher's version, 929 KB, PDF-document

  • Chapter 7

    Final publisher's version, 405 KB, PDF-document

  • Chapter 8

    Final publisher's version, 465 KB, PDF-document

  • Conclusions

    Final publisher's version, 102 KB, PDF-document

  • Bibliography

    Final publisher's version, 171 KB, PDF-document

  • Dutch summary

    Final publisher's version, 124 KB, PDF-document

  • Appendix

    Final publisher's version, 878 KB, PDF-document

  • Complete thesis

    Final publisher's version, 3 MB, PDF-document

Links

How can we get more language students and teachers to use ICT for language learning purposes? This study sets out to address this problem from the perspective of establishing task-based language learning and teaching in Higher Education institutions, where opportunities for learning in class co-exist with options for learning online.
Using a conceptual framework, in which Task-Based Language Teaching (TBLT), the Common European Framework of Reference (CEFR) and the Flexibility-Activity Framework are the main components, this thesis defines integration of ICT as the process of attuning aspects of technology, pedagogy and the institutional environment to yield favourable conditions for language learning. Implementation - the actions and strategies used to get ICT integrated into educational practice - should consistently address each of these aspects.
The study demonstrates how factors relating to these dimensions played a role in Dutch language teaching innovation projects during the past 15 years. It also reports on a survey administered to language teachers world wide, which showed that web resources, tutorial programs and email are the most frequently used applications, while computer-mediated communication (CMC) other than email is far less commonly employed.
Using well-established pedagogical frameworks of TBLT as a point of departure, the study integrates these findings into an extensive discussion of how various types of ICT applications may contribute to setting up language learning tasks and the language learning curriculum. The technologies discussed include web resources, online references, tutorial programs, different types of CMC, virtual learning environments and CEFR-related tools. The study concludes by making recommendations on how institutions may go about promoting innovative technology-enhanced teaching practices based on TBLT by establishing links with existing practice, building an institutional vision and making appropriate provisions for teacher training and support.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Rijksuniversiteit Groningen
Supervisors/Advisors
  • Bot, de, Cornelis, Supervisor
  • Hannay, M, Assessment committee, External person
  • Nerbonne, John, Assessment committee
  • Ruschoff, B., Assessment committee, External person
Award date17-Dec-2009
Place of Publication[S.l.]
Publisher
Print ISBNs9789036741118
Electronic ISBNs9789036741101
Publication statusPublished - 2009

    Keywords

  • Proefschriften (vorm), Computergestuurd onderwijs, Vreemde talen, Taalonderwijs, taaldidactiek

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