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- W4313360469 abstract "Technology advancement has revolutionized society and intensified the motivation to communicate in global languages such as English, increasing the demand for language learning, technology-enhanced curriculum and flexible and/or engaging ways to learn. Students today expect teachers to use technologies in ways that align with their social and communicative practices. In understanding EAP students’ expectations and use of technology-enhanced language learning (TELL), a multi-phased, grounded-theoretical exploratory case study approach was used. This research utilizes complementary data sources including two online surveys conducted at the beginning and the end of the EAP programme, class observations, individual students’ digital diaries, stimulated recall interviews, and focus group interviews to further discern the factors that shaped those students’ attitudes. Findings reveal that, overall, the students’ attitudes towards technology use became more positive with increased exposure. Furthermore, a heightened critical awareness led to realizations about TELL benefits, the effectiveness of tools used, and the role of the teacher in tool implementation as a result of participating in the research (one of the contextual factors). Recommendations for tech-enhanced pedagogy and teacher training for successful implementation of domain-based training (Stockwell, 2015) are made. Implications and importance of systematic pedagogical training for students in TELL incorporation are further stressed." @default.
- W4313360469 created "2023-01-06" @default.
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- W4313360469 date "2022-01-01" @default.
- W4313360469 modified "2023-09-25" @default.
- W4313360469 title "Students’ Evolved Beliefs of TELL Constraints and Benefits: Learner Voices from an EAP Programme" @default.
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- W4313360469 doi "https://doi.org/10.1007/978-981-19-6458-9_12" @default.
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