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The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research

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  • Geoff Lawrence

    (Department of Languages, Literatures and Linguistics, York University, Toronto, Canada)

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.

Suggested Citation

  • Geoff Lawrence, 2014. "The Role of Teachers and Their Beliefs in Implementing Technology-Mediated Language Learning: Implications for Teacher Development and Research," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), IGI Global, vol. 4(4), pages 59-75, October.
    • Handle: RePEc:igg:jcallt:v:4:y:2014:i:4:p:59-75
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