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The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research
Abstract
This article will discuss the crucial role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning. Factors contributing to teacher resistance will be reviewed including the unique pedagogical demands of continually evolving technology-mediated communication tools and learning environments. Research identifying the nature of teacher beliefs will be discussed along with a proposed theoretical framework defining the interconnected factors contributing to teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher development will be summarized along with recommendations on further research required.
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