Training on multimodal mobile-assisted language learning: a suggested model for pre-service EFL teachers*

KURU GÖNEN S. İ., Zeybek G.

COMPUTER ASSISTED LANGUAGE LEARNING, cilt.37, sa.7, ss.2202-2223, 2024 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 37 Sayı: 7
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/09588221.2022.2157016
  • Dergi Adı: COMPUTER ASSISTED LANGUAGE LEARNING
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.2202-2223
  • Anahtar Kelimeler: EFL teacher education, Mobile-assisted language learning, multimodality, pre-service teacher training
  • Anadolu Üniversitesi Adresli: Evet

Özet

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in their teaching contexts. Based on these, a training model to integrate M-MALL into PST education was suggested. An M-MALL training program was developed for the purposes of the study based on the needs, related literature, and the gap stemming from the lack of training opportunities in PST education. 16 PSTs studying in an ELT Department in Turkey participated. Following the implementation of a systematic eight-week training, participants were asked to write reflections on the training they received. The PSTs, in general, reported positive views on receiving training. Receiving such thorough training resulted in many gains for the participants such as improvement in teaching skills, expanding perspective on effective mobile technology integration, and being up to date as a teacher. The results have implications for language teachers and curriculum designers, and the suggested model provides a guideline for PST educators and language practitioners who would like to improve teaching competencies in a digital world.