Pre-Service Foreign Language Teachers' Perspectives on Learning With Technology

Foreign Language Annals. 2014. Vol. 47. No. 1. P. 147–167.

Sardegna V., Dugartsyrenova V.

This study explores pre‐service foreign language teachers’ (N=25) beliefs about the value and usefulness of employing technology‐enhanced activities (discussion forums, blogs, wikis, e‐portfolios, videotape recordings) in a methods course, and their perceptions of how these activities supported their learning. Likert‐scale items from an anonymous questionnaire indicated that participants found those activities beneficial for bridging theory and practice, enhancing critical thinking, and promoting professional growth. A qualitative analysis of participants’ reflections revealed that, despite technologyrelated challenges and preferences for other coursework activities, participants believed that the technology‐based activities provided increased opportunities for varied and richer interactions, peer feedback, and reflection; helped develop their learner autonomy and sense of belonging to a community of learners; modeled effective technology uses; and fostered a deeper appreciation of technology‐enriched practices.

Keywords: компьютерно-опосредованная коммуникация, педагогическое образование, обучение иностранным языкам, teacher education, информационно-коммуникационные технологии в образовании, foreign language teaching methods, CMC, Foreign language education, technology tools, курсы методики преподавания иностранных языков