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Bridging Technology and Educational Psychology : = An Exploration of Individual Differences in Technology-Assisted Language Learning Within an Algerian EFL Setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bridging Technology and Educational Psychology :/
Reminder of title:	An Exploration of Individual Differences in Technology-Assisted Language Learning Within an Algerian EFL Setting.
Author:	Bouzaki, Fayza.
Description:	1 online resource (267 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: B.
Contained By:	Dissertations Abstracts International85-01B.
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30511661click for full text (PQDT)
ISBN:	9798379868222

Bridging Technology and Educational Psychology : = An Exploration of Individual Differences in Technology-Assisted Language Learning Within an Algerian EFL Setting.
Bouzaki, Fayza.

Bridging Technology and Educational Psychology :An Exploration of Individual Differences in Technology-Assisted Language Learning Within an Algerian EFL Setting. - 1 online resource (267 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

Thesis (Ph.D.)--Canterbury Christ Church University (United Kingdom), 2023.

Includes bibliographical references

The implementation of technology in language learning and teaching has a great influence on the teaching and learning process as a whole and its impact on the learners' psychological state seems of paramount significance, since it could be either an aid or a barrier to students' academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in higher education within an Algerian English as a Foreign Language (EFL) setting.Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachers' interviews, learners' diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities.The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between students' attitudes and teacher' actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation.In the light of the findings of the study, there are a number of implications for educators in terms of catering for learners' individual differences through appropriate and contextdependent technology integration in EFL teaching and learning. The study suggests additions and alternatives to certain teaching practices and institutional strategies to move forward in terms of technology use and educational psychology, such as the need for more awareness and responsiveness to students' individual differences, the need for a context-based approach to technology integration, the need for technology integration as a means to differentiate and tailor instruction according to the students' requirements, and the need to consider the lessons learnt from the Covid-19 online learning experience in relation to taking care of the psychology of the learner.The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379868222Subjects--Topical Terms:

517670
Educational technology.
Index Terms--Genre/Form:

542853
Electronic books.

Bridging Technology and Educational Psychology : = An Exploration of Individual Differences in Technology-Assisted Language Learning Within an Algerian EFL Setting.
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