Abstract
ABSTRACT: This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.
Highlights
In the current scenario of cultural hybridity and globalization that we live in, digital technologies have increasingly taken up the role of mediators for various activities of daily life, often transforming the way we do things
This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education
The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT
Summary
In the current scenario of cultural hybridity and globalization that we live in, digital technologies have increasingly taken up the role of mediators for various activities of daily life, often transforming the way we do things. After the advent of the internet with its wider access to authentic interactions and contents online, it has been changing the role of teachers (as content providers and gate keepers for interactions in English), and students (as passive receivers of contents delivered by teachers). One reason for that is related to the lack of incorporation of digital technologies and discussions about their role in teacher education (ARRUDA, 2013). Another reason, no less important, specially in contexts such as the one of this study, in Brazil, is related to the lack of infrastructure needed to ensure the integration of digital technologies and their values into pedagogical practices (FADINI, 2016)
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