Optimal Uses of Technology in the Delivery of English Language Instruction
First adopted 2004-2005
Background: The effects of technology on students’ English proficiency in relation to availability and use of computers and other electronic media, technical competence of teachers and quality of instructional software.
We seek proposals addressing the following sorts of research questions:
- What impact do technologically advanced self-access centers and other instructional resources in non-English-dominant countries have on students’ English proficiency?
- How does English computer-mediated communication with other students both inside and outside of these countries improve students’ English language/literacy skills and intercultural understanding?
- What is the most effective way of providing training to teachers regarding the use of new technologies and media for English language instructional purposes?
We therefore seek proposals that examine one or more of the following interrelated themes. Studies in this area might include surveys of current student access to technology in ELT internationally; access to distance learning in English education and teacher education; and measures of the effectiveness of these media (and teacher training in their use) for student learning. Also, studies might examine social factors related to access, e.g., socio-economic status of countries/programs/students with more vs. less access to technology for English language learning; gender; and access as a function of academic domain, e.g., science & technology vs. arts & humanities.