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Research Questions
1. What kind of guidelines should be prepared for making the teacher-learners work on their Portfolios?
2. What kind of self-learning materials can be made available to the teacher-learners to help them prepare
their Portfolios?
3. In what ways can technology be used to improve the teacher-learners’ language competence and teaching
proficiency?
4. What problems are the teacher-learners likely to face in working in groups?
5. What problems are they likely to face in preparing classroom activities?
6. What problems are they likely to face in producing technology based materials?
Research Design
This is a single group longitudinal study and the
advantages, limitations, problems and other issues related to the introduction of Technology Aided Language
Learning were analysed qualitatively. The quantitative analysis was only used for further confirmation of the
results.
Tools
Þ Materials to introduce the M. A. ELT teacher-learners to
TALL
Þ Questionnaires to collect feedback from the M. A. ELT teacher-learners
Þ Questionnaires and interview formats to collect feedback from the students taught by the M. A. ELT
teacher-learners
Þ Pre and Post tests for M. A. ELT teacher-learners and an achievement test to evaluate the learning of the
students undergoing the English Enrichment Course
Þ Assessment Criteria for evaluating the Portfolios of the M. A. ELT teacher-learners
Þ Reflective Reports of the teacher educator and the M. A. ELT teacher-learners
Materials
The teacher educator prepared a number of scaffolds. They
aimed to
o Initiate the teacher-learners to use IT for learning and teaching English
o introduce the teacher-learners to Technology Aided Language Learning
o provide a multimedia presentation on CAPSULE
o provide a sample booklet for the CAPSULE containing uses of a specific teaching point, a detailed plan for
providing natural exposure and a battery of activities and games
o help them understand the ways of preparing interactive exercises using computers and integrating
skills and subjects
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