Abstract
This case study aimed to explore English Language Trainee teachers’ e-skills, participation and views to locally developed e-blended lessons of a postgraduate Teaching English as a Foreign Language (TEFL) course in an Ethiopian University. To do this, the teacher-researcher made a pre-course observation of the thirteen participants’ e-skills, conducted two sessions of post-course focus group discussions with nine randomly selected participants and analyzed the digital log data of all the participants of the course. The data from participant observation and focus group discussions were analyzed qualitatively while the digital log data was analyzed using frequency count and mean. Hence, the study revealed that despite the variations in the sub-skills observed ten of the participants had the required e-skills at the start and most of them favored the approach of learning. However, some of them were also discontented by their limed access to computers and internet connection when they were off-campus. The result also showed that the students viewed and posted on all the 19 online activities of the course an average of 59.58. This shows their level of participation in the e-blended activities. Therefore, teacher trainers should consider using e-blended learning in their teacher education courses. Key terms : e-blended, participation, trainee-teachers, views DOI: 10.7176/JEP/12-07-04 Publication date: March 31 st 2021
Highlights
Computer technology has significantly affected the way people communicate and do things
English language being the major medium, their social interaction has extended beyond boarders with the help of this technology
Materials and Methods The study is a case study of one Teaching English as a Foreign Language (TEFL) MA class which was conducted in the second semester of 2013/14, largely relying on qualitative method based on data collected through a participant observation, focus group discussion and digital log data
Summary
Computer technology has significantly affected the way people communicate and do things. Fox (2011, p.2) writes, “Today more than at any other time, the potential for technology to provide a major catalyst for change in what we do and how we do it in education has never been more apparent.” This is true to the teaching and learning in higher education in Ethiopia. Ix) states, “The growth of the Internet and proliferation of computers in school and home settings has led to a significant expansion of the use of technology in foreign and second language instruction.”. This application of computer into Second or Foreign Language Learning situation is almost always referred as “Computer Assisted Language Learning (CALL).” Relating this to language Hockly (2012, p.110) states, “It is increasingly difficult for us to separate language from the digital environment in which it is being used.” As Chapelle (2006, p. ix) states, “The growth of the Internet and proliferation of computers in school and home settings has led to a significant expansion of the use of technology in foreign and second language instruction.” This application of computer into Second or Foreign Language Learning situation is almost always referred as “Computer Assisted Language Learning (CALL).”
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