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Education Sciences
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Technology and Language Teacher Education
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Technology and Language Teacher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (31 October 2024) | Viewed by 5482

Special Issue Editors

Prof. Dr. Fiona Farr

E-Mail Website
Guest Editor
School of Modern Languages and Applied Linguistics, University of Limerick, V94 T9PX Limerick, Ireland
Interests: English language teacher education; reflective practice; continuous professional development; applied corpus linguistics; technology-enhanced language learning
Dr. Elaine Riordan

E-Mail Website
Guest Editor
School of Modern Languages and Applied Linguistics, University of Limerick, V94 T9PX Limerick, Ireland
Interests: English language teaching and teacher education; corpus linguistics; discourse analysis; technologies and language teaching/learning; computer-mediated communication

Special Issue Information

Dear Colleagues,

The centrality of technology in language teaching, and therefore teacher education, has been compounded by the unprecedented technological developments the world has witnessed in recent decades. In addition, the impact the COVID-19 pandemic and related lockdowns had during 2020–2021 caused a forced move to online and hybrid modes of teaching and learning, which have continued to have a disruptive influence on educational systems. The rapid pace of both of these developments behoove us to critically evaluate the place of technology in language teacher education contexts, both as a learning tool for student teachers as well as a pedagogic tool for their future practices. The aim of this Special Issue is to provide a focused platform for the sharing of professional practices as well as to help to provide a critical evaluation of the integration of technology across various components of the curriculum in language teacher education programmes and contexts. It does not extend to an examination of technology in the language learning classroom. Papers should be research-based or provide a robust theoretical/systematic discussion of the field.

The following are broad suggested themes:

  • Online and blended learning;
  • Artificial intelligence;
  • Interactive and collaborative technologies (including social media);
  • Corpora and data-driven learning;
  • Purpose-designed technological resources;
  • Other relevant papers at the discretion of the editors.

The Guest Editors are happy to review proposals in advance of full submission in order to ensure appropriate alignment with the theme of the SI.

Prof. Dr. Fiona Farr
Dr. Elaine Riordan
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • technology
  • languages
  • teacher education
  • online learning
  • corpus linguistics
  • collaborative technologies
  • artificial intelligence
  • CALL

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

20 pages, 290 KiB  
Article
It Is Not the Huge Enemy: Preservice Teachers’ Evolving Perspectives on AI
by Ese Emmanuel Uwosomah and Melinda Dooly
Educ. Sci. 2025, 15(2), 152; https://doi.org/10.3390/educsci15020152 - 26 Jan 2025
Cited by 1 | Viewed by 2237
Abstract
The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a [...] Read more.
The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a 10-week telecollaborative course between students from two universities, one in the USA and the other in Spain (n = 46). The course focused on Technology-Enhanced Project-Based Language Learning (TePBLL) and was divided into different ‘technological blocks’. This article is centered around the AI technology block. The analysis is based on three exit tickets (reflection prompts) that demonstrate participants’ thoughts and changing perspectives towards AI. Through thematic analysis of the open-ended responses, this study shows that participants initially appeared skeptical before moving to tentative optimism after first studying theory and examples of the application of AI, followed by the creation of AI-based lessons and activities. The student teachers identify AI as a means to personalize and make language learning more efficient while expressing concerns related to its overuse, ethical issues and potential for undermining critical thinking and creativity. This small study looks at the evolution of the student teachers’ concepts about and perspectives towards AI-enhanced language teaching and learning before, during and after they engage in the technology block. The findings suggest that hands-on training that includes lesson design helps student teachers view AI as a complementary tool for many aspects of their teaching, although this can only be achieved through an adequate pedagogical application. Full article
(This article belongs to the Special Issue Technology and Language Teacher Education)
17 pages, 8925 KiB  
Article
Corpus-Based Reflective Practice for Professional Development: A Collaborative Micro Auto-Ethnography
by Olcay Sert, Elisabeth Wulff Sahlén and Thorsten Schröter
Educ. Sci. 2025, 15(1), 79; https://doi.org/10.3390/educsci15010079 - 13 Jan 2025
Cited by 1 | Viewed by 865
Abstract
Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe [...] Read more.
Recent research underscores the significance of data-led and collaborative reflection in enhancing teaching practices and professional development of teachers. While video-based reflections have been extensively studied, the potential of corpus-based methods remains underexplored. We address this gap in two ways. Firstly, we describe a research and development project in which we employed a corpus linguistic tool to analyse and reflect on our own lectures, with the ulterior aim of promoting a corpus-based reflective practice (CBRP) model that would help other teachers do the same. Secondly, we introduce collaborative micro auto-ethnography (CMAE) to illustrate how our model can facilitate the noticing of different aspects of teacher talk and lead to, what we call, snowball reflections (i.e., a sequence of reflective talk that extends a topic and spreads from one participant to the next). Our approach shows that corpus analysis, coupled with collaborative reflections, has the potential to not only enhance language use but also stimulate broader and deeper pedagogical discussions on and insights into teaching styles and student engagement, going beyond analyses of single words and lexico-grammatical patterns in teacher talk. We argue that there should be institutional support for developing new corpus-based professional development initiatives and that researchers can benefit from using ethnographic data together with detailed analyses of interactions. Full article
(This article belongs to the Special Issue Technology and Language Teacher Education)
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31 pages, 1304 KiB  
Article
Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection
by Yanna Li
Educ. Sci. 2024, 14(12), 1393; https://doi.org/10.3390/educsci14121393 - 19 Dec 2024
Viewed by 938
Abstract
This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study [...] Read more.
This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study aims to identify the distinguishing features of STs’ noticing in a Corpus Linguistics approach and enhance our understanding of STs’ habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. Participants were 40 final-year STs majoring in English Language Education and five tutors from the same university. During their 8 weeks of professional practicum, STs recorded their classes and reflected on their practice using the Self-Evaluation of Teacher Talk through Video Enhanced Observation (SETTVEO) tag set and as part of online professional learning communities. A 200,000-word Corpus of Dialogic Reflection (CoDR) was constructed and analysed using the #LancsBox 6.0 tool. Findings highlight novice teachers’ unconsciousness or problematisation of their personal agency, haste in proposing alternative practices, and cognitive or emotional dissonance when they analyse their own videos in group settings. This study has implications for the guidance needed in technology-enhanced dialogic reflection. It suggests how teacher educators could tailor their support to the reflective and professional needs of novice teachers for a more productive, transformative reflection and teacher-learning experience. Full article
(This article belongs to the Special Issue Technology and Language Teacher Education)
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