Canadian second language teachers’ technology use following the COVID-19 pandemic.
| dc.contributor.author | Dressler, Roswita | |
| dc.contributor.author | Guida, Rochelle | |
| dc.contributor.author | Chu, Man-Wai | |
| dc.date.accessioned | 2024-06-06T16:35:01Z | |
| dc.date.available | 2024-06-06T16:35:01Z | |
| dc.date.issued | 2023-08-02 | |
| dc.description.abstract | If teachers have previously used technology (e.g., Learning Management Systems, document sharing, video conferencing, gamification, social media or video recording), they are likely to use it again. For second language (L2) teachers, sudden or planned for online instruction during the COVID-19 pandemic may have resulted in their using new or familiar technology to support their pedagogy, engage students, or provide authentic target language input. However, since online instruction was temporary, perhaps their use of certain technologies was temporary as well. To investigate L2 teachers’ use of technology before, during and (anticipatedly) post-pandemic, we statistically analyzed data on technology use (n=18 items) from a survey of Canadian L2 teachers (n=203). We inquired about their use of Learning Management Systems, document sharing, video conferencing, gamification, social media, and video recording. Our findings revealed that teachers’ use of technology during the pandemic predicted their anticipated use post-pandemic. Teachers who used any of the six technologies during the pandemic were significantly more likely to anticipate using those same ones post-pandemic than those who did not. Despite the challenges of implementing these tools under these circumstances, these six technologies may remain as part of L2 teaching moving forward. | |
| dc.description.grantingagency | Other | |
| dc.description.sponsorship | Canadian Association of Second Language Teachers | |
| dc.identifier.citation | Dressler, R., Guida, R., & Chu, M.-W. (2023). Canadian Second Language Teachers’ Technology Use Following the COVID-19 Pandemic. The Canadian Modern Language Review, 79(3), 228–246. https://doi.org/10.3138/cmlr-2022-0069 | |
| dc.identifier.doi | https://doi.org/10.3138/cmlr-2022-0069 | |
| dc.identifier.uri | https://hdl.handle.net/1880/118905 | |
| dc.identifier.uri | https://doi.org/10.11575/PRISM/46502 | |
| dc.language.iso | en | en |
| dc.publisher | University of Toronto Press | |
| dc.publisher.faculty | Werklund School of Education | en |
| dc.publisher.hasversion | acceptedVersion | |
| dc.publisher.institution | University of Calgary | en |
| dc.publisher.policy | https://utpjournals.press/about/open-access | |
| dc.rights | Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.title | Canadian second language teachers’ technology use following the COVID-19 pandemic. | |
| dc.type | Article | |
| ucalgary.scholar.level | Faculty |