Digital social reading in CALL teacher education

Date
2024-04-08
Authors
McNeil, Levi
Egbert, Joy
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
28
Number/Issue
1
Starting Page
1
Ending Page
13
Alternative Title
Abstract
The COVID19 pandemic and a host of other issues have underscored the growing need worldwide to engage language learners in online, academic, collaborative reading. To help meet this need, future language teachers should understand and be able to use digital social reading (DSR) technologies. However, the use of DSR by language teacher education students has received scant attention in the literature. Exploring DSR use in computer-assisted language learning (CALL) teacher education can provide insights into the benefits and disadvantages of DSR and suggest design guidelines for its use in teacher education and other contexts. Therefore, this classroom-based study with 12 teacher education students (TESs) and a teacher educator examined how participants read and discussed CALL texts using DSR. In uncovering benefits and disadvantages of DSR use in CALL teacher education, the study explored: (a) how the CALL TESs participated in DSR, (b) what they found of value in the readings, and (c) what the teacher educator’s role was in the DSR use. Based on the findings from the study, guidelines for DSR use are offered.
Description
Keywords
Digital Social Reading, Teacher Education, Academic Reading, CALL
Citation
McNeil, L., & Egbert, J. (2024). Digital social reading in CALL teacher education. Language Learning & Technology, 28(1), 1–13. https://hdl.handle.net/10125/73556
Extent
13
Format
Geographic Location
Time Period
Related To
Table of Contents
Rights
Rights Holder
Local Contexts
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.