Content area
The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching.
Details
Chinese;
College Students;
Blended Learning;
Learning Activities;
Communities of Practice;
Electronic Learning;
Educational Resources;
Classrooms;
Learning Motivation;
Influence of Technology;
Adult Learning;
Affordances;
Aging (Individuals);
Educational Technology;
Interviews;
Cognitive Style;
Cooperative Learning;
Computer Use;
English;
Constructivism (Learning);
Language of Instruction;
Asynchronous Communication;
Educational Theories;
Computer Assisted Instruction
1 The Education University of Hong Kong, Hong Kong
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