---
_id: '1231'
author:
- first_name: Ursula
full_name: Stickler, Ursula
last_name: Stickler
- first_name: Regine
full_name: Hampel, Regine
last_name: Hampel
- first_name: Martina
full_name: Emke, Martina
id: '245078'
last_name: Emke
orcid: 0000-0001-7020-7427
orcid_put_code_url: https://api.orcid.org/v2.0/0000-0001-7020-7427/work/94953958
citation:
alphadin: 'Stickler, Ursula ; Hampel, Regine ; Emke,
Martina: A developmental framework for online language teaching skills.
In: Australian Journal of Applied Linguistics Bd. 3, Castledown Publishers
(2020), Nr. 1, S. 133–151'
ama: Stickler U, Hampel R, Emke M. A developmental framework for online language
teaching skills. Australian Journal of Applied Linguistics. 2020;3(1):133-151.
doi:10.29140/ajal.v3n1.271
apa: Stickler, U., Hampel, R., & Emke, M. (2020). A developmental framework
for online language teaching skills. Australian Journal of Applied Linguistics,
3(1), 133–151. https://doi.org/10.29140/ajal.v3n1.271
bibtex: '@article{Stickler_Hampel_Emke_2020, title={A developmental framework for
online language teaching skills}, volume={3}, DOI={10.29140/ajal.v3n1.271},
number={1}, journal={Australian Journal of Applied Linguistics}, publisher={Castledown
Publishers}, author={Stickler, Ursula and Hampel, Regine and Emke, Martina}, year={2020},
pages={133–151} }'
chicago: 'Stickler, Ursula, Regine Hampel, and Martina Emke. “A Developmental Framework
for Online Language Teaching Skills.” Australian Journal of Applied Linguistics
3, no. 1 (2020): 133–51. https://doi.org/10.29140/ajal.v3n1.271.'
ieee: U. Stickler, R. Hampel, and M. Emke, “A developmental framework for online
language teaching skills,” Australian Journal of Applied Linguistics, vol.
3, no. 1, pp. 133–151, 2020.
mla: Stickler, Ursula, et al. “A Developmental Framework for Online Language Teaching
Skills.” Australian Journal of Applied Linguistics, vol. 3, no. 1, Castledown
Publishers, 2020, pp. 133–51, doi:10.29140/ajal.v3n1.271.
short: U. Stickler, R. Hampel, M. Emke, Australian Journal of Applied Linguistics
3 (2020) 133–151.
date_created: 2021-06-04T08:18:16Z
date_updated: 2023-06-02T06:35:11Z
doi: 10.29140/ajal.v3n1.271
intvolume: ' 3'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.29140/ajal.v3n1.271
oa: '1'
page: 133-151
publication: Australian Journal of Applied Linguistics
publication_identifier:
eissn:
- '22090959'
publication_status: published
publisher: Castledown Publishers
quality_controlled: '1'
status: public
title: A developmental framework for online language teaching skills
type: journal_article
user_id: '231260'
volume: 3
year: '2020'
...
---
_id: '1230'
alternative_title:
- Compiled by AILA ReN Coordinator, Laura Gurzynski‐Weiss, Indiana University, lgurzyns@indiana.edu
author:
- first_name: Martina
full_name: Emke, Martina
id: '245078'
last_name: Emke
orcid: 0000-0001-7020-7427
orcid_put_code_url: https://api.orcid.org/v2.0/0000-0001-7020-7427/work/95068037
citation:
alphadin: 'Emke, Martina: AILA Matters.
In: International Journal of Applied Linguistics Bd. 30, Wiley (2020),
Nr. 2, S. 344–349'
ama: Emke M. AILA Matters. International Journal of Applied Linguistics.
2020;30(2):344-349. doi:10.1111/ijal.12308
apa: Emke, M. (2020). AILA Matters. International Journal of Applied Linguistics,
30(2), 344–349. https://doi.org/10.1111/ijal.12308
bibtex: '@article{Emke_2020, title={AILA Matters}, volume={30}, DOI={10.1111/ijal.12308},
number={2}, journal={International Journal of Applied Linguistics}, publisher={Wiley},
author={Emke, Martina}, year={2020}, pages={344–349} }'
chicago: 'Emke, Martina. “AILA Matters.” International Journal of Applied Linguistics
30, no. 2 (2020): 344–49. https://doi.org/10.1111/ijal.12308.'
ieee: M. Emke, “AILA Matters,” International Journal of Applied Linguistics,
vol. 30, no. 2, pp. 344–349, 2020.
mla: Emke, Martina. “AILA Matters.” International Journal of Applied Linguistics,
vol. 30, no. 2, Wiley, 2020, pp. 344–49, doi:10.1111/ijal.12308.
short: M. Emke, International Journal of Applied Linguistics 30 (2020) 344–349.
date_created: 2021-06-04T08:18:15Z
date_updated: 2021-06-07T06:16:28Z
doi: 10.1111/ijal.12308
intvolume: ' 30'
issue: '2'
language:
- iso: eng
page: 344-349
publication: International Journal of Applied Linguistics
publication_identifier:
eissn:
- 1473-4192
issn:
- 0802-6106
publication_status: published
publisher: Wiley
status: public
title: AILA Matters
type: journal_article
user_id: '237837'
volume: 30
year: '2020'
...
---
_id: '1233'
author:
- first_name: Martina
full_name: Emke, Martina
id: '245078'
last_name: Emke
orcid: 0000-0001-7020-7427
orcid_put_code_url: https://api.orcid.org/v2.0/0000-0001-7020-7427/work/94953886
citation:
alphadin: 'Emke, Martina: Freelance
Language Teachers’ Professional Development On ... And With ... And Through Twitter :
The Open University, 2019'
ama: Emke M. Freelance Language Teachers’ Professional Development On ... And
With ... And Through Twitter. The Open University; 2019. doi:10.21954/OU.RO.0000EAAC
apa: Emke, M. (2019). Freelance Language Teachers’ Professional Development On
... And With ... And Through Twitter. The Open University. https://doi.org/10.21954/OU.RO.0000EAAC
bibtex: '@book{Emke_2019, title={Freelance Language Teachers’ Professional Development
On ... And With ... And Through Twitter}, DOI={10.21954/OU.RO.0000EAAC},
publisher={The Open University}, author={Emke, Martina}, year={2019} }'
chicago: Emke, Martina. Freelance Language Teachers’ Professional Development
On ... And With ... And Through Twitter. The Open University, 2019. https://doi.org/10.21954/OU.RO.0000EAAC.
ieee: M. Emke, Freelance Language Teachers’ Professional Development On ... And
With ... And Through Twitter. The Open University, 2019.
mla: Emke, Martina. Freelance Language Teachers’ Professional Development On
... And With ... And Through Twitter. The Open University, 2019, doi:10.21954/OU.RO.0000EAAC.
short: M. Emke, Freelance Language Teachers’ Professional Development On ... And
With ... And Through Twitter, The Open University, 2019.
date_created: 2021-06-04T08:18:20Z
date_updated: 2021-06-07T11:33:50Z
doi: 10.21954/OU.RO.0000EAAC
language:
- iso: eng
publisher: The Open University
status: public
title: Freelance Language Teachers' Professional Development On ... And With ... And
Through Twitter
type: book
user_id: '237837'
year: '2019'
...
---
_id: '1232'
abstract:
- lang: eng
text: " In this article, we present the initial results of the
first phase of our international Research Network, which sets out to revisit the
current needs of language teachers in terms of training to achieve the integration
of technology within their educational contexts. We focus on the type of needs
and their order of priority from the viewpoint of English as a Second/Foreign
Language (ESL/EFL) teachers and suggest some recommendations for training programs.
These data, collected via an online questionnaire distributed in several countries,
were analyzed quantitatively and qualitatively in relation to participants’ perceptions
of needs regarding language education technology, as well as participants’ perceptions
of the “ideal” teacher, and their relation to the use of technology. Results indicate
that despite overall satisfaction regarding training received, many teachers mention
their need for a posttraining follow-up. They also express interest in developing
“learning task design” skills and in exploring course management platforms such
as Moodle. Furthermore, while most participants fully or partially agree with
the relationship between technology and excellence in language teaching, their
definition of the “ideal” language teacher rarely includes the use of technology.
A shift in “ideal” teacher beliefs seems, therefore, necessary for better adoption
and use of technology in language education. \r\nDans cet article, nous présentons
les premiers résultats de la phase initiale d’une étude effectuée par notre Réseau
international de recherche, qui vise à réexaminer les besoins actuels des professeurs
de langues en termes de formation sur l'intégration de la technologie dans leur
propre contexte éducatif. Nous mettons l’accent sur les types de besoins et leur
ordre de priorité du point de vue des professeurs d’anglais langue seconde/langue
étrangère (ESL/EFL) en proposant plusieurs recommandations pour les programmes
de formation. Les données ont été collectées par le biais d’un questionnaire en
ligne distribué dans plusieurs pays, et ont fait l'objet d'une analyse quantitative
et qualitativement par rapport aux perceptions des participants sur les besoins
en matière de technologie de l'enseignement des langues. Le questionnaire interroge
aussi les participants sur leur perception de l'enseignant « idéal », et leur
relation avec l'utilisation de la technologie. Les résultats indiquent que malgré
la satisfaction générale concernant la formation reçue, de nombreux enseignants
mentionnent leur besoin d'avoir un suivi. Ils expriment également leur intérêt
à développer des compétences en conception de tâches d’apprentissage et à explorer
des plates-formes de gestion des cours comme Moodle. En outre, bien que la plupart
des participants reconnaissent un lien positif entre la technologie et l'excellence
dans l'enseignement des langues, leur définition du professeur de langues « idéal
» inclut rarement l'utilisation de la technologie. Il semble donc nécessaire que
les croyances relatives à la définition du professeur de langue « idéal » évoluent
afin de favoriser l’adoption et l’usage de la technologie dans l’enseignement
de langues.\r\n "
author:
- first_name: Banafsheh
full_name: Karimifar, Banafsheh
last_name: Karimifar
- first_name: Aline
full_name: Germain-Rutherford, Aline
last_name: Germain-Rutherford
- first_name: Sarah
full_name: Heiser, Sarah
last_name: Heiser
- first_name: Martina
full_name: Emke, Martina
id: '245078'
last_name: Emke
orcid: 0000-0001-7020-7427
orcid_put_code_url: https://api.orcid.org/v2.0/0000-0001-7020-7427/work/94953921
- first_name: Joseph
full_name: Hopkins, Joseph
last_name: Hopkins
- first_name: Pauline
full_name: Ernest, Pauline
last_name: Ernest
- first_name: Ursula
full_name: Stickler, Ursula
last_name: Stickler
- first_name: Regine
full_name: Hampel, Regine
last_name: Hampel
citation:
alphadin: 'Karimifar, Banafsheh ;
Germain-Rutherford, Aline ; Heiser, Sarah ; Emke,
Martina ; Hopkins, Joseph
; Ernest, Pauline ; Stickler,
Ursula ; Hampel, Regine:
Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching:
Needs and Beliefs of ESL/EFL Teachers. In: TESL Canada Journal Bd. 36,
TESL Canada Federation (2019), Nr. 3, S. 55–81'
ama: 'Karimifar B, Germain-Rutherford A, Heiser S, et al. Language Teachers and
Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs
of ESL/EFL Teachers. TESL Canada Journal. 2019;36(3):55-81. doi:10.18806/tesl.v36i3.1321'
apa: 'Karimifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J.,
Ernest, P., … Hampel, R. (2019). Language Teachers and Their Trajectories Across
Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers.
TESL Canada Journal, 36(3), 55–81. https://doi.org/10.18806/tesl.v36i3.1321'
bibtex: '@article{Karimifar_Germain-Rutherford_Heiser_Emke_Hopkins_Ernest_Stickler_Hampel_2019,
title={Language Teachers and Their Trajectories Across Technology-Enhanced Language
Teaching: Needs and Beliefs of ESL/EFL Teachers}, volume={36}, DOI={10.18806/tesl.v36i3.1321},
number={3}, journal={TESL Canada Journal}, publisher={TESL Canada Federation},
author={Karimifar, Banafsheh and Germain-Rutherford, Aline and Heiser, Sarah and
Emke, Martina and Hopkins, Joseph and Ernest, Pauline and Stickler, Ursula and
Hampel, Regine}, year={2019}, pages={55–81} }'
chicago: 'Karimifar, Banafsheh, Aline Germain-Rutherford, Sarah Heiser, Martina
Emke, Joseph Hopkins, Pauline Ernest, Ursula Stickler, and Regine Hampel. “Language
Teachers and Their Trajectories Across Technology-Enhanced Language Teaching:
Needs and Beliefs of ESL/EFL Teachers.” TESL Canada Journal 36, no. 3 (2019):
55–81. https://doi.org/10.18806/tesl.v36i3.1321.'
ieee: 'B. Karimifar et al., “Language Teachers and Their Trajectories Across
Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers,”
TESL Canada Journal, vol. 36, no. 3, pp. 55–81, 2019.'
mla: 'Karimifar, Banafsheh, et al. “Language Teachers and Their Trajectories Across
Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers.”
TESL Canada Journal, vol. 36, no. 3, TESL Canada Federation, 2019, pp.
55–81, doi:10.18806/tesl.v36i3.1321.'
short: B. Karimifar, A. Germain-Rutherford, S. Heiser, M. Emke, J. Hopkins, P. Ernest,
U. Stickler, R. Hampel, TESL Canada Journal 36 (2019) 55–81.
date_created: 2021-06-04T08:18:17Z
date_updated: 2021-06-04T08:20:35Z
doi: 10.18806/tesl.v36i3.1321
intvolume: ' 36'
issue: '3'
language:
- iso: eng
page: 55-81
publication: TESL Canada Journal
publication_identifier:
eissn:
- 1925-8917
issn:
- 0826-435X
publication_status: published
publisher: TESL Canada Federation
status: public
title: 'Language Teachers and Their Trajectories Across Technology-Enhanced Language
Teaching: Needs and Beliefs of ESL/EFL Teachers'
type: journal_article
user_id: '231257'
volume: 36
year: '2019'
...