The research‐teaching nexus in a graduate CALL course: An action research study.
The 'research‐teaching nexus' means integrating disciplined‐based research into course content to develop students' research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 69 - 80 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Feb2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148185149&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148185149 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2021 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148185149 145839965 148185149 148185149 10.1111/jcal.12468 148185149 ppf: 69 ppct: 11 formats: tig: atl: The research‐teaching nexus in a graduate CALL course: An action research study. aug: au: Abdel Latif, Muhammad M. M. affil: Faculty of Graduate Studies of Education, Cairo University, Cairo, Egypt sug: subj: Education, Masters Language Education Computer-Assisted Instruction Teachers Education Research Education Outcomes of Education Evaluation Human Female Saudi Arabia Action Research Qualitative Studies Participant Observation Open-Ended Questionnaires Curriculum Development Student Attitudes Audiorecording Student Knowledge Skill Acquisition Student Experiences Female ab: The 'research‐teaching nexus' means integrating disciplined‐based research into course content to develop students' research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students' research awareness and skills. The content‐focused and process‐focused forms of the research‐teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15‐week academic term. Qualitative data was collected using observation and an open‐end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students' CALL research skills through the process‐focused teaching forms is a more complicated task than enhancing their research awareness via the content‐focused ones. Lay Description: There is a need for the studies showing how to integrate research into CALL course content.The study explored how research integration into a graduate CALL course influenced students' research awareness and skills.The students' evaluation of research integration into the CALL course was very positive.Developing students' CALL research skills is a more challenging task than enhancing their research awareness. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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