English, as a worldwide language, is the language most often used both online and offline. The implementation of e-learning practices widens learners’ horizons through different educational opportunities and enhances their learning abilities, and it reduces the costs of higher education. Upon reviewing the literature, some research gaps related with this study are listed. The first was that preservice English teachers sometimes lacked adequate knowledge and skills to choose the proper educational technologies for implementing e-learning in their field practices. The other was that some teacher educators over-focused on their choices of educational technologies and not on their implementation of e-learning in a precise subject. Although many studies have focused on the use of English learning strategies and skills, this research will focus on implementation of e-learning practices in preservice English language teacher education. Second, the existing research lacks adequate coverage of the training for preservice English teachers to become English language teachers, when that training is conducted through implementing e-learning practices in English language learning strategies. Meanwhile, other current issues are apparent: preservice English teachers do not have sufficient resources to lead their teaching process using supplementary digital resources. The methods designed and used to implement e-learning practices are vital aspects of those implementations. E-learning practices in preservice English language teacher education have been discussed extensively in Hong Kong and Mainland China. It is important that teachers nurture students’ digital literacy and their abilities for critical thinking and conducting logical presentations. Student teachers not only understand the pros and cons of e-learning practices in preservice English language teacher education, but also the general developments of teacher education. This study aims to investigate how e-learning practices are implemented in English language learning in preservice teacher education courses in Hong Kong and Mainland China. Three hundred and thirty student teachers of English were involved. The mixed-method approach was adopted in the research. The research instruments in this research align with the technological pedagogical content knowledge (TPACK) framework. In the findings section, the results of the study aim to fill research gaps. The similarities and differences in the e-learning practices for English language preservice teacher education between Hong Kong and Mainland China are investigated. Meanwhile, the reasons for implementing e-learning practices in English language learning during preservice teachers’ field experiences in schools are discussed. Finally, this study gives suggestions for future relevant research into training student teachers to become English teachers using e-learning to teach the English language. All rights reserved.
|Doctor of Education
|Published - 2019
- E-learning practices
- Preservice teacher education in China
- Comparative study
- TPACK Model
- Thesis (Ed.D.)--The Education University of Hong Kong, 2019