A Qualitative Study on Technology-Enhanced Language Learning: Reflections of In-Service Teachers of Young Learners

This study focused on the attitude, knowledge, and challenges of English teachers of young learners about technology-enhanced learning using technological websites, applications, and tools in young learners’ language classes. A workshop on technological tools for technology-enhanced learning in English classes of young learners was held by the researchers for ۱۸ English language teachers of young learners working in language institutes and schools in Iran. The workshop was comprised of three parts: four open-ended questions as a pretest focusing on teachers' attitude, knowledge, belief, and use of technologies, ۳۴ open-ended questions during the workshop concentrating on teachers' attitude about the benefits, outcomes, and their interest in using each technological tool, and five open-ended questions as a posttest on teachers' challenges, benefits, and attitudes to using technology in language classes of young learners after receiving instruction in the workshop. In addition, a focused group interview was performed so as to prove the mentioned above sets of questions. Theme-based analyses were carried out to explore the participants' attitudes towards the use of technology-enhanced learning in language classes of young learners.

Keywords:

technology-enhanced learning , teachers of young learners , technological tools , professional development , teachers’ attitude and knowledge