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dc.contributor.authorHaines, Karen
dc.date.accessioned2015-04-22T03:19:39Z
dc.date.available2015-04-22T03:19:39Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/10652/2771
dc.description.abstractThis presentation reports on an investigation into situated teacher learning and their developing understandings of the affordances of new computer-mediated communication (CMC) tools. In-service teachers need to identify the affordances that a new tool offers for language learning in order to make decisions about which technologies they will choose to support their teaching practice. While general typologies of affordance have been identified for technology use in learning, the kinds of affordance that language teachers perceive in technology have not been specified. Sixteen tertiary teachers in Australia and New Zealand were interviewed over a period of fourteen months with reference to the knowledge they acquired around the use of new technologies in their classrooms. The term ‘learning affordance’ was coined to describe ways in which teachers perceived use of CMC tools promoted language learning in the classroom. Participants identified that new tools allowed students to engage not only with the traditional content of language learning (language skills and learning about the L2 culture) but also to engage with the processes of learning language (in relation to communication, affective factors and autonomy). Teachers also saw affordances for their teaching in relation to these areas. Implications for in-service teacher development include supporting participatory activities for on-going teacher learning such as inquiry, observation and reflection.en_NZ
dc.language.isoenen_NZ
dc.publisherWorldCALLen_NZ
dc.rights© 2015 WorldCALL All rights reserved.en_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.subjectL2 acquistionen_NZ
dc.subjectcomputer-assisted language learningen_NZ
dc.subjectaffordanceen_NZ
dc.subjectteacher educationen_NZ
dc.subjectCMC technologiesen_NZ
dc.titleLearning for the long haul : developing perceptions of learning affordances in CALL teachersen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderWorldCALLen_NZ
dc.subject.marsden200401 Applied Linguistics and Educational Linguisticsen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationHaines, K. J. (2013). Learning for the long haul: Developing perceptions of learning affordances in CALL teachers. Proceedings of WorldCall 2013, Global perspectives on Computer-Assisted Language Learning, Glasgow, Scotland(Ed.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.titleProceedings of WorldCall 2013, Global perspectives on Computer-Assisted Language Learning, Glasgow, Scotlanden_NZ
unitec.conference.titleWorldCALL 2013 Global perspectives on Computer-Assisted Language Learningen_NZ
unitec.conference.orgWorldCALLen_NZ
unitec.conference.locationGlasgow, Scotlanden_NZ
unitec.conference.sdate2013-07-10
unitec.conference.edate2013-07-13
unitec.peerreviewedyesen_NZ
unitec.identifier.roms55227en_NZ
unitec.institution.studyareaEducation


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