Revisión tecnológica del aprendizaje de idiomas asistido por ordenador: una perspectiva cronológica

El presente artículo aborda la evolución y el avance de las tecnologías del aprendizaje de lenguas asistido por ordenador (CALL por sus siglas en inglés, que corresponden a Computer- Assisted Language Learning) desde una perspectiva histórica. Esta revisión de la literatura sobre tecnologías del aprendizaje de lenguas asistido por ordenador comienza con la definición del concepto de CALL y otros términos relacionados, entre los que podemos destacar CAI, CAL, CALI, CALICO, CALT, CAT, CBT, CMC o CMI, para posteriormente analizar las primeras iniciativas de implementación del aprendizaje de lenguas asistido por ordenador en las décadas de 1950 y 1960, avanzando posteriormente a las décadas de las computadoras centrales y las microcomputadoras. En última instancia, se revisan las tecnologías emergentes en el siglo XXI, especialmente tras la irrupción de Internet, donde se presentan el impacto del e-learning, b-learning, las tecnologías de la Web 2.0, las redes sociales e incluso el aprendizaje de lenguas asistido por robots.The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers. At the final step, emerging technologies in 21st century will be reviewed

A Cross-Cultural Qualitative Study on Students’ Attitudes towards Computer-Assisted Language Learning

This cross-cultural qualitative study investigated the attitudes and perceptions of language students towards computer-assisted language learning (CALL). We examined the strengths, weaknesses, opportunities, and threats of CALL in language education according to Iranian and Spanish students’ perceptions and attitudes. In addition, we found out the differences between Iranian and Spanish language students’ perceptions and attitudes towards CALL. The participants were 237 language students, and the researchers applied an online 10 open-ended question instrument for data collection and a SWOT analysis for data analysis. The findings of the content analysis revealed that many language students in Iran and Spain approved that CALL provides a wide range of tools, resources and materials for language learning. Among many pedagogical implications, this study suggests more CALL programs in order to enhance students’ CALL literacy

Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching

With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching

Desarrollo profesional de profesores de idiomas y nuevas alfabetizaciones: una revisión integradora

The aim of this paper is to synthesise the themes and topics addressed language teachers’ new literacies in the published articles be-tween 2010–2020 to understand research and approaches to the new literacies of language teachers. To this end, the researchers applied an integrative review of 29 papers selected from a body of 503 published papers in nine databases. The review showed that most papers related to new literacies in professional development focused on the term digital literacy. Moreover, most of the published papers are from Asia and Europe and were conducted on in-service teachers. A great majority of published papers relied on qualitative research design, and web 2.0 technologies are the dominant technologies in the reviewed studies. My findings potentially pave the way for fu-ture researchers to recognize and classify new possible areas of research as regards the use of new literacies as a necessity for language pedagogy.El objetivo de este trabajo es sintetizar los temas que abordan las nuevas alfabetizaciones de los profesores de idiomas en los artículos publicados entre 2010-2020 para comprender la investigación y los enfoques de las nuevas alfabetizaciones de los profesores de idio-mas. Para ello, los investigadores aplicaron una revisión integradora de 29 artículos seleccionados de un conjunto de 503 artículos pu-blicados en nueve bases de datos. La revisión mostró que la mayoría de los artículos relacionados con las nuevas alfabetizaciones en el desarrollo profesional se centra en el término “alfabetización digital”. Además, la mayoría de los trabajos publicados proceden de Asia y Europa y se realizaron con profesores en activo. La gran mayoría de los trabajos publicados se basan en un diseño de investigación cualitativo, y las tecnologías de la web 2.0 son las dominantes en los estudios revisados. Nuestros hallazgos pueden allanar el camino para que los futuros investigadores reconozcan y clasifiquen nuevas áreas posibles de investigación en lo que respecta al uso de las nuevas alfabetizaciones como una necesidad para la pedagogía del lenguaje

Afordances of computer-assisted language learning in higher education: a qualitative inquiry

El aprendizaje de idiomas asistido por ordenador (más conocido como CALL, por sus siglas en inglés) se ha convertido en una parte fundamental de la enseñanza del inglés por sus efectos positivos en los logros del alumnado en materia de competencias lingüísticas. A pesar de todas sus ventajas, la mayoría de los profesores no emplean CALL con frecuencia en la enseñanza de idiomas, especialmente en Irán. Por lo tanto, el presente estudio cualitativo tiene como objetivo explorar los facilitadores y las barreras de la adopción y el uso efectivo de CALL por parte de los profesores de idiomas de Educación Superior en términos de formación del profesorado, factores contextuales y factores individuales del docente. Los participantes fueron 66 profesores de inglés de Irán que respondieron a un cuestionario de respuesta abierta en línea. Previamente, se aplicó el método Delphi para validar el instrumento. A continuación, se realizó el análisis de contenido para clasiicar las respuestas y alinearlas en los temas principales. Una de las principales conclusiones de este estudio es que los profesores de idiomas necesitan cursos adecuados de formación de profesores de CALL y de desarrollo profesional que satisfagan sus necesidades reales.Computer-Assisted Language Learning (CALL) has become a rudimentary part of English language education because of its positive impacts on students’ language skills achievements. Despite all its advantages, most teachers do not employ CALL frequently in language education, especially in Iran. Thus, the current qualitative study aims to explore the enablers and barriers of the uptake and efective use of CALL by higher education language teachers in terms of teacher education, contextual factors, and individual teacher factors. The participants were 66 English language teachers in Iran who responded to an open-ended online survey. To make a sound decision, I applied the Delphi method to validate the instrument. Then, content analysis was applied to classify data and align them into the main themes. One of the key indings of this study is that language teachers require appropriate CALL teacher education and professional development courses which meet their real needs

Aula abierta

Resumen tomado de la publicaciónEl objetivo de este trabajo es sintetizar los temas que abordan las nuevas alfabetizaciones de los profesores de idiomas en los artículos publicados entre 2010-2020 para comprender la investigación y los enfoques de las nuevas alfabetizaciones de los profesores de idiomas. Para ello, los investigadores aplicaron una revisión integradora de 29 artículos seleccionados de un conjunto de 503 artículos publicados en nueve bases de datos. La revisión mostró que la mayoría de los artículos relacionados con las nuevas alfabetizaciones en el desarrollo profesional se centra en el término “alfabetización digital”. Además, la mayoría de los trabajos publicados proceden de Asia y Europa y se realizaron con profesores en activo. La gran mayoría de los trabajos publicados se basan en un diseño de investigación cualitativo, y las tecnologías de la web 2.0 son las dominantes en los estudios revisados. Nuestros hallazgos pueden allanar el camino para que los futuros investigadores reconozcan y clasifiquen nuevas áreas posibles de investigación en lo que respecta al uso de las nuevas alfabetizaciones como una necesidad para la pedagogía del lenguaje.ES

Technology-enhanced Language Learning Tools in Iranian EFL Context: Frequencies, Attitudes and Challenges

AbstractThe purposes of this study are to investigate the most and the least frequent Technology-Enhanced Language Learning (TELL) tools in Iranian EFL context; and to find the answer for what the attitudes of EFL teachers towards using these tools in their language courses are. To meet the end, this study was conducted with the 32 male and female EFL teachers at different universities and language institutes within Iran. In quantitative phase a questionnaire developed by researchers was distributed among participants. This questionnaire consists of two main parts: demographic information and a five-point Liker scale about the teacher’ attitudes and frequency of use of TELL tools. Moreover, in qualitative phase of the study, a semi-structured interview was used in exploring the EFL teachers’ perceptions towards using TELL tools in their language courses. The researchers hypothesized that, among the assigned TELL tools, computer and video projector have the most frequent and web 2.0 technologies have the least frequent use in Iranian context. Moreover, they assumed that the attitudes of teachers towards applying technology in EFL courses are positive, although they have lots of barriers and challenges. These findings support other studies which have noted the advantages of using technology in language courses. Finally the findings show that this study has some implications for language teachers, material developers and syllabus designers for improving the usage of TELL tools in the foreign language learning context

On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience

The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency.The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency