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 -