Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos

Abstract

The use of educational videos, an increasingly common practice among students, represents a monodirectional communication that clashes with communicative approaches to foreign language teaching. In this study, impulse videos (iVs), videos designed to encourage learner interaction, were introduced to pre-service teachers (PSTs) (N = 44) who were asked to design a lesson using iVs in line with the communicative approach. The PSTs completed a questionnaire to evaluate this learning experience. The results, obtained through qualitative content analysis and descriptive statistics, show that the PSTs, far from being technology averse, were reluctant to adopt a communicative approach that reinterprets the use of videos.