EUROCALL 2014

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Blended language learning program evaluation: a case study of Chile

The blending of technologies into language learning is complex, and involves a range of internal and external influences (Oxford & Jung, 2007). Researchers suggest that, on one hand, successful integration includes factors such as time commitment, competence development, course design, teaching experiences and reflection (Moser, 2007); and on the other hand, unsuccessful integration is due to barriers to adoption, particularly attitudinal factors such as fear and awe that can often stifle the uptake of new technologies amongst language educators (Bax, 2003). We believe that the integration of technologies is best achieved if it is purposeful, appropriate, multimodal and sustainable, and it is developed within a community of innovation.
In the Chilean context of adult learning, specifically ELT learners, we evidence that technologies are already integrated and evolving in classrooms that are blended; however, there is still a lack of clear guidelines on how to evaluate the use of technology and technological tools. In this presentation we share the preliminary findings of a two-year research conducted in Chile which seeks to develop guidelines for effective and adequate evaluation of technology use in the language class. Firstly, we start our presentation by outlining the theoretical foundations which support this empirically-based project. Secondly, we provide with a full description of the Chilean context examined to determine the presence of blended learning in pre-service EFL teaching programs we present from different sources: official documents, EFL students and staff, and administrators, among others. We then move to the research design and procedures along with the task and data collection, and analysis procedures (official document analysis, semi-structured interviews, to stakeholders such as teachers, students and administrators, and classroom observations). Thirdly, we comment on the findings along with integrated data, sample materials related to data collection and analysis for the Chilean context to finally discuss with the audience the future steps in this project and raise discussion, implications and potential avenues for further research.

Author(s):

Mónica Stella Cárdenas-Claros    
ESL, ELT
Pontificia Universidad Católica de Valparaíso
Chile

Mónica Stella Cárdenas-Claros is an Associate profesor at Pontificia Universidad Católica de Valparaíso. Her research interests include ICTs implementation, new media L2 listening comprehension and blogging.

Marianna Oyanedel    
ESL, ELT
Pontificia Universidad Católica de Valparaíso
Chile

Marianna Oyanedel is a PhD candidate in the Linguistics program at Pontificia Universidad Católica de Valparaíso. She has a Master's degree in Applied Linguistics and is currently investigating metacognition in online oral presentations.

 

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