Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms

By Yvonne Lam. 2000

308 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/f3073dd141b7d5f20efb269dd6fa310021e57ae8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Language and Linguistics

In Speech and Hearing

Citations in the corpus

Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery (2008, background): “…key roles: for example, funding and equipment issues, lack of time to experiment and develop lessons and units or develop rubrics for assessment (Lam, 2000); planning the technology, support from the school and wider community, and training and implementation by the school administrators (Gray,…”
Knowledge base of pronunciation teaching: staking out the territory (2011, background): “Few TC studies have examined vocabulary teaching (Zhang, 2008), the use of instructional materials (Zacharias, 2005), uses of technology (Lam, 2000), the effects of either teachers’ previous language-learning experience (Ellis, 2006) or their language-teaching experience (Gatbonton, 2008).”
Preparing teachers for the application of AI-powered technologies in foreign language education (2019, result): “A number of previous researches (Abdelhalim, 2016; Kim, 2002; Lam, 2000; Liaw, Huang, & Chen, 2007; Russel & Bradley, 1997; Sabzian, & Gilakjani, 2013) have revealed that foreign language teachers generally support CALL and welcome modern technologies in their classrooms, however, some (and…”
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do (2003, unknown): “Most of the studies have speciﬁcally examined the teaching of English, mainly in ESL as opposed to EFL contexts, though in several cases teachers of English have been just one of a larger group of foreign language teachers studied (e.g., Lam 2000; Meijer, Verloop, & Beijaard 1999).”
A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. (2013, background): “Keene (2006) says that information from video materials require processing different modes of communication which include a visual, verbal, sounds and subtitles.”