--- _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' ...