Lu Jinjin, Han Feifei, Janík Tomáš
Academy of Future Education, Xi'an Jiaotong-Liverpool University, Suzhou, China.
Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University, Brisbane, QLD, Australia.
Front Psychol. 2022 Sep 27;13:1010686. doi: 10.3389/fpsyg.2022.1010686. eCollection 2022.
With an increasing number of international schools, traditional EFL teaching methods may not satisfy students' needs. This study aims to investigate perceptions of social media technologies (e.g., Web 2.0) and willingness to adopt such technologies to collaborate and communicate in multicultural classrooms among novice EFL schoolteachers in the Czech Republic. The participants were 100 novice EFL schoolteachers in Prague and the South Moravian regions of the Czech Republic. The study used a mixed research method consisting of a survey (stage 1) and a semi-structured interview (stage 2). The survey examined the participants' appraisal and concerns of using social media technologies to collaborate and to communicate as well as the level of willingness to use social media technologies. A hierarchical cluster analysis using participants' responses regarding their attitudes and behavioural tendency towards using Web 2.0 social media technologies in language classrooms identified three clusters of teachers. The teachers who were most likely to adopt social Web 2.0 technologies were those who had the highest ratings on both appraisals and concerns regarding the use of social media in language classrooms. The results from the semi-structured interviews were consistent with those from the survey. Together, the results from the two stages demonstrated that most pre-service teachers favoured using Web 2.0 technology for collaboration and communication among colleagues and stakeholders in a broader community, but they displayed contrasting levels of appraisal of and concerns towards using social media technologies. Participants believed that this might be due to their different levels of ICT proficiency, workload, and working environment. The political and practical implications in K-12 education in the Czech context are also discussed.
随着国际学校数量的不断增加，传统的英语外语教学方法可能无法满足学生的需求。本研究旨在调查捷克共和国新手英语外语教师对社交媒体技术（如网络2.0）的看法，以及他们在多元文化课堂中采用此类技术进行协作和交流的意愿。参与者是捷克共和国布拉格和南摩拉维亚地区的100名新手英语外语教师。该研究采用了一种混合研究方法，包括一项调查（第一阶段）和一次半结构化访谈（第二阶段）。该调查考察了参与者对使用社交媒体技术进行协作和交流的评价与担忧，以及使用社交媒体技术的意愿程度。利用参与者对在语言课堂中使用网络2.0社交媒体技术的态度和行为倾向的回答进行的层次聚类分析，确定了三类教师。最有可能采用社交网络2.0技术的教师是那些在语言课堂中使用社交媒体的评价和担忧方面得分最高的教师。半结构化访谈的结果与调查结果一致。这两个阶段的结果共同表明，大多数职前教师赞成在更广泛的社区中使用网络2.0技术进行同事和利益相关者之间的协作和交流，但他们对使用社交媒体技术的评价和担忧程度各不相同。参与者认为，这可能是由于他们不同的信息通信技术熟练程度、工作量和工作环境所致。文中还讨论了捷克背景下K-12教育的政治和实际意义。
