TY - GEN
T1 - TPACK-based teacher training course on robot-assisted language learning
T2 - 22nd International Conference on Advanced Learning Technologies, ICALT 2022
AU - Li, Hsuan
AU - Tseng, Chin Chin
N1 - Funding Information:
MOST 109-2634-F-003-008-, the Ministry of Science and Technology, Taiwan, R.O.C.
Funding Information:
ACKNOWLEDGMENT The authors are appreciative of the support provided by the Ministry of Science and Technology, Taiwan, R.O.C. under MOST 109-2634-F-003-008-.
Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - This study implemented a training course on robot-assisted language learning (RALL) based on the Technological Pedagogical and Content Knowledge (TPACK) framework for Chinese as a second language (CSL) teachers. The participants were fourteen students from the CSL master's degree program. Content analysis of learning journals and interview was used to be the method to analyze the participants' learning process as well as their knowledge reflection. The results show that all kinds of TPACK knowledge were reflected in the learning journals, especially technological pedagogical knowledge (TPK), technological content knowledge (TCK) and technological knowledge (TK). The participants paid more attention to the strategies of human-robot interaction (HRI) during the course. In addition, participants changed their role from teachers to observers. This study also provides various suggestions of RALL design from the perspective of language teachers.
AB - This study implemented a training course on robot-assisted language learning (RALL) based on the Technological Pedagogical and Content Knowledge (TPACK) framework for Chinese as a second language (CSL) teachers. The participants were fourteen students from the CSL master's degree program. Content analysis of learning journals and interview was used to be the method to analyze the participants' learning process as well as their knowledge reflection. The results show that all kinds of TPACK knowledge were reflected in the learning journals, especially technological pedagogical knowledge (TPK), technological content knowledge (TCK) and technological knowledge (TK). The participants paid more attention to the strategies of human-robot interaction (HRI) during the course. In addition, participants changed their role from teachers to observers. This study also provides various suggestions of RALL design from the perspective of language teachers.
KW - Chinese as a second language (CSL)
KW - human-robot interaction (HRI)
KW - language teacher training
KW - robot-assisted language learning (RALL)
KW - Technological Pedagogical and Content Knowledge (TPACK)
UR - http://www.scopus.com/inward/record.url?scp=85136988751&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85136988751&partnerID=8YFLogxK
U2 - 10.1109/ICALT55010.2022.00082
DO - 10.1109/ICALT55010.2022.00082
M3 - Conference contribution
AN - SCOPUS:85136988751
T3 - Proceedings - 2022 International Conference on Advanced Learning Technologies, ICALT 2022
SP - 253
EP - 255
BT - Proceedings - 2022 International Conference on Advanced Learning Technologies, ICALT 2022
A2 - Chang, Maiga
A2 - Chen, Nian-Shing
A2 - Dascalu, Mihai
A2 - Sampson, Demetrios G
A2 - Tlili, Ahmed
A2 - Trausan-Matu, Stefan
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 1 July 2022 through 4 July 2022
ER -