Chinese EFL online technology and teacher education: A multi-case study from an ecological perspective

Helizhu HU, Qing MA, Jinlan TANG

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This chapter examined the online technology use of English teachers in China, using four aspects of van Lier’s ecology: perception (driven by different purposes), action (online education), relation (attitudes toward and beliefs about online technology use), and quality (engagement with online technology use). A multi-case study was conducted with ten English as a Foreign Language (EFL) teachers in China, using a survey, interviews and artefacts. The three aspects of perception, action, and relation were found to contribute positively to quality, and action had positive mutual relations with perception, relation, and quality. In addition, several factors both internal and external that facilitate or undermine online technology use were identified. A number of implications and suggestions are raised on the basis of the findings. Online technology training provided for English teachers should aim to improve the technology skills of both the teachers and the custodians of their students. In addition, online technology training should include pedagogical training regarding how to integrate online technology effectively into classroom. Furthermore, EFL teachers can be provided with an online platform to learn, share, and communicate with each other as essential support for their online technology training. Copyright © 2020 Taylor& Francis.
Original languageEnglish
Title of host publicationOnline education for teachers of English as a global language
EditorsHyun-Sook KANG, Dong-shin SHIN, Tony CIMASKO
Place of PublicationNew York, NY
PublisherRoutledge
Pages187-209
ISBN (Electronic)9780429264900
ISBN (Print)9780367210243, 036721024X
DOIs
Publication statusPublished - Jul 2020

Citation

Hu, H., Ma, Q., & Tang, J. (2020). Chinese EFL online technology and teacher education: A multi-case study from an ecological perspective. In H.-S. Kang, D.-S. Shin, & T. Cimasko (Eds.), Online education for teachers of English as a global language (pp. 187-209). New York, NY: Routledge.

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