7 DIGITAL MINDSETS: COLLEGE-LEVEL ESL INSTRUCTORS' PERCEPTIONS OF MULTIMODAL TECHNOLOGIES AND VIDEO GAMES FOR LANGUAGE INSTRUCTION

Language instructors' perceptions of technology use in language teaching influence instruction and learning, which makes understanding these perceptions important to the language education field. Research into instructors' psychological attributes (e.g., technology familiarity) and demogra...

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Bibliographic Details
Published in:European Journal of Applied Linguistics and TEFL 2020-05, Vol.9 (1), p.131-152
Main Authors: dos Santos, Liberato Silva, von Gillern, Sam, Lockwood, Jeremy, Geluso, Joe
Format: Article
Language:English
Subjects:
Bilingual education
Computer & video games
Computer assisted language learning
Demography
Educational technology
English as a second language
English as a second language instruction
English teachers
Experiential Learning
Foreign language instruction
Language Acquisition
Language instruction
Language Skills
Learning Processes
Perceptions
Qualitative research
Second language teachers
Study and teaching
Teacher attitudes
Teacher Educators
Teachers
Teaching
Teaching Methods
Technology application
Video games
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Summary:Language instructors' perceptions of technology use in language teaching influence instruction and learning, which makes understanding these perceptions important to the language education field. Research into instructors' psychological attributes (e.g., technology familiarity) and demographics (e.g., age, educational background) have yielded insufficient answers. A relatively new line of inquiry has examined how instructors' digital mindsets may influence their perceptions and disposition to adopt digital technologies in their teaching. In this article, we present a qualitative research study that examined a small set of college-level English as a second language (ESL) instructors and their digital mindsets in relation to using multimodality and video games in ESL teaching. The results revealed instructors acknowledge the possible benefits of technology use but are concerned with obstacles that limit technology adoption in language classrooms. This study has implications for language education preparation programmes and contributes to discussions on the theoretical and practical support that language instructors need in order to adopt digital technologies into their practices. KEYWORDS Language teachers' digital mindsets, multimodality and video games, educational technology, ESL
ISSN:2192-1032