An analysis of technology use in first-year language teaching at three Australian universities

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Levy, Michael
Mollering, Martina
Dunne, Kerry
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2009
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This paper reports on the results of a survey of language teachers at three Australian universities on their use of Technology-Enhanced Language Learning (TELL) in ab initio language classes. The survey provides a snapshot of attitudes to TELL and experience in using TELL resources in a range of delivery modes. The educators at these universities - two urban and one regional - employ TELL in face-to-face, blended and fully online teaching modes. Diverse and creative use of TELL is documented, and TELL is fully integrated into the programs using each institution's Learning Management System (LMS). The chief constraints on further expansion of TELL are the availability of technical support staff and insufficient time for TELL development because it is not a recognised part of institutional workload allocations. As the universities were chosen because of their high level of involvement in TELL, these constraints need to be recognised across the sector, and practical and effective strategies for responding to them need to be found.

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Prospect
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24
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3
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LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
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