Integrated Technology for Classroom Management Strategies in a Computer-Assisted Language Learning
Abstract
This study was carried out to investigate the integrated technology in Computer-Assisted Language Learning (CALL) class support classroom management strategies. The study employed mixed-methods and involved 27 students and a lecturer of a CALL class in an English Language Education Study Program. The data collection instruments were a questionnaire, interview guide, and observation notes. The data analysis was processed using descriptive statistics, particularly for the questionnaire results. Meanwhile qualitative analyses were conducted to process the interview results and observation notes. The results of the study showed that necessary relevant technology was integrated in the CALL class and it could support classroom management strategies by engaging students in learning, delivering materials efficiently, and creating an immersive learning environment using gamification through internet. Using computer to support learning is effective to create an immersive environment and to manage classroom. The use of computer in language learning is able to support classroom management for a lecturer inside or outside the classroom.
Keywords
Full Text:
PDFReferences
Álvarez Valencia, J. A. (2016). Language views on social networking sites for language learning: The case of Busuu. Computer Assisted Language Learning, 29(5), 853-867.
Arslan, R. Ş., & Şahin-Kızıl, A. (2010). How can the use of blog software facilitate the writing process of English language learners?. Computer assisted language learning, 23(3), 183-197.
Ateş, H. (2013). Information technology and the learning environment in primary schools. Procedia-Social and Behavioral Sciences, 93, 695-698.
Badri, M., Al Rashedi, A., Yang, G., Mohaidat, J., Al Hammadi, A., Council, A. D. E., & Dhabi, A. (2014). Technology readiness of school teachers: An empirical study of measurement and segmentation. Industrial Engineering and Management, 2(4), 257-275.
Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in the classrooms of two more effective and four less effective primary-grades teachers. The Elementary School Journal, 104(4), 269-287.
Borko, H., & Putnam, R. T. (1995). Expanding a teacher’s knowledge base: A cognitive psychological perspective on professional development. Professional development in education: New paradigms and practices, 35-65.
Borrero, J. D., Yousafzai, S. Y., Javed, U., & Page, K. L. (2014). Expressive participation in Internet social movements: Testing the moderating effect of technology readiness and sex on student SNS use. Computers in Human Behavior, 30, 39-49.
Bowers, C. A., & Flinders, D. J. (1990). Responsive teaching: An ecological approach to classroom patterns of language, culture.
Bracey, B., & Culver, T. (Eds.). (2005). Harnessing the potential of ICT for education: a multistakeholder approach: proceedings from the Dublin Global Forum of the United Nations ICT Task Force (Vol. 198). United Nations Publications.
Braun, V., & Clarke, V. (2012). Thematic analysis.
Brekelmans, M., Wubbels, T., & Den Brok, P. (2002). Teacher experience and the teacher–student relationship in the classroom environment. In Studies in educational learning environments: An international perspective (pp. 73-99).
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and teacher Education, 4(1), 1-18.
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for.. Educational psychologist, 34(2), 75-85.
Caison, A. L., Bulman, D., Pai, S., & Neville, D. (2008). Exploring the technology readiness of nursing and medical students at a Canadian University. Journal of interprofessional care, 22(3), 283-294.
Chandra, S. (2015). Classroom management for effective teaching. International Journal of Education and Psychological Research, 4(4), 13-15.
Chaves, H. V., Maia Filho, O. N., & Melo, A. D. (2016). EDUCATION IN TIMES NET GENERATION: HOW DIGITAL IMMIGRANTS CAN TEACH DIGITAL NATIVES?. HOLOS, 2, 347-356.
Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
Denny, R. K., Epstein, M. H., & Rose, E. (1992). Direct observation of adolescents with serious emotional disturbance and their nonhandicapped peers in mainstream vocational education classrooms. Behavioral Disorders, 18(1), 33-41.
Doyle, W. (1986). Classroom organization and management. Handbook of research on teaching, 3, 392-431.
Ehiobuche, C., & Justus, B. (2016). Digital Natives And Critical Thinking Towards An Understanding Of The Role Of Social Media In Shaping The Essence Of Critical Thinking As A Dimension Of Learning. Global Education Journal, 2016(2).
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The elementary school journal, 80(5), 219-231.
Evertson, C. M., & Weinstein, C. S. (2006). Handbook of Classroom Management: Research. Practice and Contemporary Issues. Mahwah NJ.
Ferreira, J. B., da Rocha, A., & da Silva, J. F. (2014). Impacts of technology readiness on emotions and cognition in Brazil. Journal of Business Research, 67(5), 865-873.
Freiberg, H. J., Stein, T. A., & Huang, S. Y. (1995). Effects of a classroom management intervention on student achievement in inner‐city elementary schools. Educational Research and Evaluation, 1(1), 36-66.
Gunter, P. L., & Denny, R. K. (1996). Research issues and needs regarding teacher use of classroom management strategies. Behavioral Disorders, 22(1), 15-20.
Gunter, P. L., Denny, R. K., Jack, S. L., Shores, R. E., & Nelson, C. M. (1993). Aversive stimuli in academic interactions between students with serious emotional disturbance and their teachers. Behavioral Disorders, 18(4), 265-274.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
He, B., Puakpong, N., & Lian, A. (2015). Factors affecting the normalization of CALL in Chinese senior high schools. Computer Assisted Language Learning, 28(3), 189-201.
Hsu, C. K. (2015). Learning motivation and adaptive video caption filtering for EFL learners using handheld devices. ReCALL, 27(1), 84-103.
Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181-198.
Huang, H. C. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145-170.
Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL (Vol. 14). John Benjamins Publishing.
Humble-Thaden, B. (2011). Student reflective perceptions of high school educational cell phone technology usage. Journal of Technology Studies, 37(1), 10.
Jaafar, M., Aziz, A. R. A., Ramayah, T., & Saad, B. (2007). Integrating information technology in the construction industry: Technology readiness assessment of Malaysian contractors. International Journal of Project Management, 25(2), 115-120.
Jack, S. L., Shores, R. E., Denny, R. K., Gunter, P. L., DeBriere, T., & DePaepe, P. (1996). An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions. Journal of Behavioral Education, 6(1), 67-87.
Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management: Creating communities of support and solving problems. Pearson/Allyn and Bacon.
Knitzer, J., Steinberg, Z. D., & Fleisch, B. (1990). At the schoolhouse door: An examination of programs and policies for children with behavioral and emotional problems. Bank Street College of Education.
Kounin, J. S. (1970). Observing and Delineating Technique of Managing Behavior in Classrooms. Journal of Research and Development in Education.
Kubiatko, M. (2010). CZECH UNIVERSITY STUDENTS'ATTITUDES TOWARDS ICT USED IN SCIENCE EDUCATION. Journal of Technology and Information Education, 2(3), 20.
Larrivee, B. (2005). Authentic classroom management: Creating a learning community and building reflective practice. Pearson Allyn and Bacon.
Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.
Levy, M., & Caws, C. (2016). CALL design and research. Language-Learner Computer Interactions, 89.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1.
Lin, S. F., Lin, C. L., & Lee, D. C. (2015). THE RELATIONSHIP BETWEEN ELEMENTARY SCHOOL TEACHERS'TECHNOLOGY READINESS AND INTENTION TO USE SOCIAL MEDIA PLATFORMS FOR CLASSROOM MANAGEMENT. International Journal of Organizational Innovation, 8(1).
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.
McCaslin, M., & Good, T. L. (1998). Moving beyond Management as Sheer Compliance: Helping Students to Develop Goal Coordination Strategies. Educational Horizons, 76(4), 169-76.
McLoughlin, C., & Lee, M. J. (2011). Pedagogy 2.0: Critical challenges and responses to Web 2.0 and social software in tertiary teaching. In Web 2.0-based e-learning: Applying social informatics for tertiary teaching (pp. 43-69). IGI Global.
Mei, B., Brown, G. T., & Teo, T. (2018). Toward an understanding of preservice English as a Foreign Language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56(1), 74-104.
Meuter, M. L., Bitner, M. J., Ostrom, A. L., & Brown, S. W. (2005). Choosing among alternative service delivery modes: An investigation of customer trial of self-service technologies. Journal of marketing, 69(2), 61-83.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Neumann, C. (2016). Teaching Digital Natives: Promoting Information Literacy and Addressing Instructional Challenges. Reading Improvement, 53(3).
O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?. Teaching and teacher education, 28(8), 1131-1143.
Pai, F. Y., & Yeh, T. M. (2014). The effects of information sharing and interactivity on the intention to use social networking websites. Quality & Quantity, 48(4), 2191-2207.
Peters, J. H. (2012). Are they ready? Final year pre-service teachers' learning about managing student behaviour. Australian Journal of Teacher Education, 37(9), 2.
Prensky, M. R. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Corwin Press.
Rahimi, M. (2011). The impact of computer-based activities on Iranian high-school students’ attitudes towards computer-assisted language learning. Procedia computer science, 3, 183-190.
Rydell, A. M., & Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences. Scandinavian Journal of Psychology, 45(2), 93-102.
Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies. Preventing School Failure: Alternative Education for Children and Youth, 56(2), 129-136.
Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion?. Behavioral Disorders, 18(2), 92-102.
Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1(1), 27-39.
Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567-584.
Smith, D. J., Young, K. R., Nelson, J. R., & West, R. P. (1992). The effect of a self-management procedure on the classroom and academic behavior of students with mild handicaps. School Psychology Review.
Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.
Subrahmanyam, K., & Greenfield, P. (2008). Online communication and adolescent relationships. The future of children, 18(1), 119-146.
Summak, M. S., & Baglibel, M. (2012). Technology readiness segmentation of teachers: A case from Turkey. Energy Education Science and Technology Part B-Social and Educational Studies, 4(2), 857-866.
Tan, S., & Zhang, F. (2018). Computer-enhanced and mobile-assisted language learning: emerging issues and trends. Journal of Foreign Language Education and Technology, 3, 2.
Taylor, S. A., Celuch, K., & Goodwin, S. (2002). Technology readiness in the e-insurance industry: an exploratory investigation and development of an agent technology e-consumption model. Journal of Insurance Issues, 25(2), 142-165.
Thomas, M. (Ed.). (2009). Handbook of research on Web 2.0 and second language learning. IGI Global.
Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145-164.
Vrasidas, C., Zembylas, M., & Glass, G. V. (Eds.). (2009). ICT for education, development, and social justice. IAP.
Walberg, H. J., & Paik, S. J. (2000). Effective educational practices (Vol. 3). Genf, Schweiz: International Academy of Education/lnternational Bureau of Education.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of educational research, 63(3), 249-294.
Wang, S., & Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us?. CALICO journal, 29(3), 412-430.
White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavior Analysis, 8(4), 367-372.
Woodcock, S., & Reupert, A. (2012). A cross-sectional study of student teachers’ behaviour management strategies throughout their training years. The Australian Educational Researcher, 39(2), 159-172.
Yusuf, M. O., & Balogun, M. R. (2011). Student-teachers' competence and attitude towards Information and communication technology: A case study in a Nigerian University. Contemporary educational technology, 2(1), 18-36.
DOI: https://doi.org/10.53889/jpig.v2i2.121
Article Metrics
Abstract view : 741 timesPDF - 634 times
Refbacks
Copyright (c) 2022 Jurnal Pendidikan Indonesia Gemilang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Pendidikan Indonesia Gemilang is licensed under a Creative Commons Attribution 4.0 International License