Where Tasks, Technology, and Textbooks Meet: An Exploratory Analysis of English Language Teachers’ Perceived Affordances of an Intelligent Language Tutoring System
Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
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Textbook 4.0 – From Paper-Based Textbooks with Digital Components to Interactive Teaching and Learning Environments. Hrsg. / Almut Ketzer-Nöltge; Nicola Würffel. Berlin : Peter Lang Verlag, 2024. S. 125-161 (Kolloquium Fremdsprachenunterricht; Band 77).
Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet
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TY - CHAP
T1 - Where Tasks, Technology, and Textbooks Meet: An Exploratory Analysis of English Language Teachers’ Perceived Affordances of an Intelligent Language Tutoring System
AU - Blume, Carolyn
AU - Middelanis, Lisa
AU - Schmidt, Torben
PY - 2024/11/11
Y1 - 2024/11/11
N2 - Intelligent language tutoring systems (ILTS) can potentially enable more individual and adaptive focus-on- forms practice than traditional workbooks. However, the ways in which these systems are implemented in the task-based language learning (TBLL) classroom depends both on the technology itself and on teachers’ understanding of the digitally-mediated pedagogic and subject-specific affordances of such applications. Based on the development and research of the interdisciplinary and multisite initiative Interact4school, this section analyzes how participating teachers perceive the affordances of a purpose-built ILTS for use in seventh-grade English language teaching classrooms. The analysis of teacher interviews through qualitative content analysis reveals how teachers’ understanding of differentiation, subject-specific learning processes, and their professional roles mediates their perception and use of an interactive alternative to the traditional workbook. This study contributes to an understanding of how teachers conceptualize and use materials that incorporate machine learning processes in their language learning classrooms. Based on these findings, implications for future development are considered.
AB - Intelligent language tutoring systems (ILTS) can potentially enable more individual and adaptive focus-on- forms practice than traditional workbooks. However, the ways in which these systems are implemented in the task-based language learning (TBLL) classroom depends both on the technology itself and on teachers’ understanding of the digitally-mediated pedagogic and subject-specific affordances of such applications. Based on the development and research of the interdisciplinary and multisite initiative Interact4school, this section analyzes how participating teachers perceive the affordances of a purpose-built ILTS for use in seventh-grade English language teaching classrooms. The analysis of teacher interviews through qualitative content analysis reveals how teachers’ understanding of differentiation, subject-specific learning processes, and their professional roles mediates their perception and use of an interactive alternative to the traditional workbook. This study contributes to an understanding of how teachers conceptualize and use materials that incorporate machine learning processes in their language learning classrooms. Based on these findings, implications for future development are considered.
KW - Didactics of English as a foreign language
KW - intelligent language tutoring system (ILTS)
KW - task-based language learning (TBLL)
KW - Affordances
KW - focus on forms
KW - differentiation
UR - https://d-nb.info/1346924805
UR - https://www.peterlang.com/free_download?document_id=1331548&product_form=ebook&publication_type=pdf
U2 - 10.3726/b22145
DO - 10.3726/b22145
M3 - Contributions to collected editions/anthologies
SN - 978-3-631-80839-9
T3 - Kolloquium Fremdsprachenunterricht
SP - 125
EP - 161
BT - Textbook 4.0 – From Paper-Based Textbooks with Digital Components to Interactive Teaching and Learning Environments
A2 - Ketzer-Nöltge, Almut
A2 - Würffel, Nicola
PB - Peter Lang Verlag
CY - Berlin
ER -