CALL in TESOL Teacher Training Greg Kessler Ohio University

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CALL in TESOL Teacher TrainingGreg
KesslerOhio University
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Background

• CALL Preparation
• No Broad Based Research
• No understanding of the extent of such training
• No understanding of the perceived importance of
  such training
• No specifics of such training
• CALL is Assumed to be Valuable
• Survey results indicated departmental support and
  incentives available for both CALL use and CALL
  development
• Survey of Websites
• 90 of TESOL Positions Seek CALL Experience
• During 6 month period of postings

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Phase I of Study

• 208 Masters Programs
• Sample
• CALL Practitioners
• 240 people
• Listserv recipients
• Netteach
• Calico
• TESL_CALL

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How Confident Are You Using Technology for
Language Teaching?
5
My Degree Program Was Effective at Preparing Me
to Teach With Technology
6
The Amount of Time Devoted to CALL in My Degree
Program Was Sufficient
7
Have you Taken Courses Outside of Your Degree
Program to Gain more Knowledge about Teaching
with Technology?
8
I Would Have Benefited From More CALL Training in
My Degree Program
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The Courses Regarding Teaching with Technology In
My Degree Program Were Relevant to my Teaching
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How Many Courses Did you Take in Your Degree
Program that Focused on CALL Training?
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How Many Courses Focused on CALL Were Required in
Your Program?
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How Many Courses in Your Program Involved Any
CALL Training?
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Incentives are Offered for Using Technology for
Teaching
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Incentives are Offered for Developing Technology
for Teaching
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Focus Groups

• CALL Trainers at Teacher of English to Speakers
  of Other Languages Convention (TESOL)
• Formal training has continued to increase over
  past decade
• Training should be inextricably linked to
  pedagogy
• Most training occurs as in-service or incidental
  training
• Other Teacher Trainers at TESOL
• CALL is out of my grasp and we dont have a
  specialist to do it
• Funding isnt available to expand right now
• There are too many other issues central to
  training of teachers
• Those who are interested will pick it up
• Interviews
• General sense of desire to implement, but
  overwhelmed by limitations

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Phase II of Study Formal and Informal Sources of
Training

• Informal Sources
• Publications
• Conferences
• Listserv Information
• Colleagues
• In-service training

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Literature ReviewWhat Should Teachers Know About
CALL?

• Digital literacy
• General Software Skills
• Decision Making Skills
• Experience with CALL (both as student teacher)
• Development Skills
• Knowledge of Student Training
• Explicit CALL related Training
• Language Skill CALL Awareness

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Research Questions

• 1. Are TESOL masters degree programs with a CALL
  component evaluated more positively than those
  with no CALL component?
• 3. Is there a relationship between satisfaction
  with informal CALL training and satisfaction with
  formal CALL training?
• 4. Is there a relationship between attitude
  toward technology and satisfaction with formal
  CALL training?

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Research Hypothesis for Question 1
(Mann-Whitney Test of Medians)

• H0 There is no difference in median scores
  between the ranking of TESOL masters degree
  programs of study which include CALL and those
  which do not include CALL.
• HA There is a difference in median scores
  between the ranking of TESOL masters degree
  programs of study which include CALL and those
  which do not include CALL.

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The Research Question for Question 2(Multiple
Regression)

• H0 The independent variables, perception of
  informal teaching preparation and perception of
  formal teaching preparation are not significant
  predictors of the dependent variable, attitude
  toward technology.
• HA The independent variables, perception of
  informal teaching preparation and perception of
  formal teaching preparation are significant
  predictors of the dependent variable, attitude
  toward technology.

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Population and Sample

• TESOL members within last five years
• Graduates of North American TESOL MA Programs
• 108 Participants (40 response of 270)

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• Research Hypothesis
• H0 The independent variables, informal teaching
  preparation and attitude toward technology are
  not significant predictors of the dependent
  variable, formal CALL preparation as a component
  of a language teacher preparation program.
• HA The independent variables, informal teaching
  preparation and attitude toward technology are
  significant predictors of the dependent variable,
  formal CALL preparation as a component of a
  language teacher preparation program.

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Statistical Hypothesis

• H0 ?ø
• HA ??ø
• whereas
• FTP represents satisfaction with formal teaching
  preparation
• ITP represents satisfaction with informal
  teaching preparation
• ATT represents attitude toward technology

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Conclusions
The ranking of the Hypothetical Masters Program
including CALL was ranked significantly higher
than the one which did not include CALL
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Conclusions

• Informal Teaching Preparation contributed 36 to
  Attitude Toward Technology
• Formal Teaching Preparation Was Essentially
  Unnoticeable, but Contributed Slightly
  Negatively (1.5)

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Conclusions

• TESOL professionals have a generally positive
  attitude toward technology (4.06 overall mean on
  5 point Likert scale)
• Individual Items

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Components of ITP FTP (General and Technology
Type Use)

• ITP FTP
• Use computers for language instruction 4.06
  2.29
• Use the Internet for instruction 4.23 2.21
• Use multimedia for instruction 4.02 2.78
• Use computer-based images for instruction 3.91
  2.23
• Use computer-based video materials for
  instruction 3.57 2.08
• Use computer-based audio materials for
  instruction 3.57 2.15
• Use CMC for instruction 3.92
  2.20
• Use a CMS (such as Blackboard, Moodle,
  etc.) 3.92 2.02

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Components of ITP FTP (Language Skills)

• ITP FTP
• Use computer-based materials for teaching
  speaking 3.45 1.92
• Use computer-based materials for teaching
  listening 3.55 2.08
• Use computer-based materials for teaching writing
  4.01 2.38
• Use computer-based materials for teaching reading
  3.92 2.23
• Use computer-based materials for teaching grammar
  3.77 2.23

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Components of ITP FTP (Materials Creation)

• ITP FTP
• Create computer-based instructional materials
  3.93 2.19
• Create computer-based audio material for
  instruction 3.26 1.98
• Create computer-based video material for
  instruction 3.15 2.04
• Create computer-based images for instruction
  3.46 2.07

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Components of ITP FTP (Decision Making)

• ITP FTP
• Select appropriate web-based materials for
  instruction 4.15 2.26
• Make effective decisions regarding use of
  technology 4.12 2.64
• Make decisions regarding the selection of
  software 3.94 2.35
• Make decisions regarding technology integration
  4.19 2.67
• Make decisions regarding the design of technology
  
• learning spaces (such as computer labs)
  3.52 2.08
• Evaluate computer-based instructional materials
  3.92 2.23

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Components of ITP FTP (Other)

• ITP FTP
• Use a CMS (such as Blackboard, Moodle, etc.)
  3.92 2.02
• Use technology for evaluating students
  3.42 2.06
• Evaluate computer-based instructional materials
  3.92 2.23
• Train students to use computer-based materials
  3.87 2.23

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Recommendations

• TESOL Establish CALL Standards
• TESOL Master Programs Integrate CALL
• Further Research into Long Term Effectiveness of
  CALL Training
• Further Research into Teacher Needs
• Further Research into Teacher Perception of CALL
  Needs

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THANKS!kessler_at_ohio.eduPowerpoint
http//gregling.net/tesol2007a