Technology Use and Acceptance among Pre-Service Teachers of English as a Foreign Language: The Case of a Learning Management System and an Educational Blog

Mehrak Rahimi (Shahid Rajaee Teacher Training University, Iran) and Seyed Shahab Miri (Shahid Rajaee Teacher Training University, Iran)
Copyright: © 2014 |Pages: 107
EISBN13: 9781466650862|DOI: 10.4018/978-1-4666-4482-3.ch009
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This chapter reports two case studies done in a teacher training university to find the effects of two technology-based learning environments on learning and technology acceptance of pre-service teachers of English as a foreign language. In the first case, a learning management system was used to support writing ability in a writing course. In the second case, the effect of an educational blog on increasing phonological awareness was probed into. Both studies adopted a pretest-posttest control and experimental group design. The results revealed that, while controlling for the participants’ entry-level ability, the experimental group outperformed the control group in their final assessment. Perceptions of those who experienced technology-based environments were assessed by a questionnaire and a semi-structured interview. It was found that most participants enjoyed using both technologies for learning, accepted them as valuable educational sources, and preferred to extend using them into other university courses.
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