The evaluation of computer-mediated technology by second language teachers: collaboration and interaction in CALL


Abstract  This study presents the results of a web-based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is primarily driven by social interaction, they seldom use computers as a means to foster collaboration or interaction. ICTs are thought to be very helpful in individual learning scenarios but not for the interactive dimension of LL. Very few teachers incorporate interaction-oriented digital tools in their language teaching, probably due to their self-acknowledged deficient training in ICTs. However, instructors stated that they would like to introduce new interaction tools in their computer-aided courses, which clearly shows the need for both teachers’ training in ICT and the technological development of proper interactive functionalities.

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