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The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study

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Title: The Research-Teaching Nexus in a Graduate CALL Course: An Action Research Study
Language: English
Authors: Abdel Latif, Muhammad M. M. (ORCID 0000-0003-4002-822X)
Source: Journal of Computer Assisted Learning. Feb 2021 37(1):69-79.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Action Research, Computer Assisted Instruction, Second Language Learning, Second Language Instruction, Student Attitudes, Student Teachers, Teaching Methods, Course Content, Research Skills, Teacher Education Programs, Language Teachers, Arabs, Research Training
DOI: 10.1111/jcal.12468
ISSN: 0266-4909
Abstract: The 'research-teaching nexus' means integrating disciplined-based research into course content to develop students' research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students' research awareness and skills. The content-focused and process-focused forms of the research-teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15-week academic term. Qualitative data was collected using observation and an open-end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students' CALL research skills through the process-focused teaching forms is a more complicated task than enhancing their research awareness via the content-focused ones.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1280985
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1111/jcal.12468
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  Data: The 'research-teaching nexus' means integrating disciplined-based research into course content to develop students' research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students' research awareness and skills. The content-focused and process-focused forms of the research-teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15-week academic term. Qualitative data was collected using observation and an open-end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students' CALL research skills through the process-focused teaching forms is a more complicated task than enhancing their research awareness via the content-focused ones.
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      – Text: English
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      – SubjectFull: Action Research
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Course Content
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      – SubjectFull: Research Skills
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      – SubjectFull: Research Training
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