Investigating foreign language graduate student instructors’ perceptions and use of technology in the classroom

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Contribution to Book

Journal/Book Title/Conference

Educating the future foreign language professoriate for the 21st century


H. Maxim, H. W. Allens


Heinle Cengage Learning

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This study investigates how graduate student instructors (GSIs) in several universities across the United States perceive and make use of technology to teach foreign language (FL) courses. Results indicate that while the majority of GSIs receive some kind of CALL training upon entering their programs, much of the training focuses on technologies that are not Web 2.0 tools (e.g., wikis,
blogs, social networking sites). Specifically, participants indicate that they use PowerPoint, grammatical and lexical websites, and discussion boards most often
in teaching. Survey results also suggest that lack of planning time, limited online exercises that accompany their textbook, and teaching in a classroom without
media were significant factors impeding their use of technology in their courses. Suggestions are offered regarding how CALL training can be improved for GSIs to
better prepare them for their future careers in academia.

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