Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms
DOI:
https://doi.org/10.20360/langandlit29415Abstract
Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students’ active language production to truly achieve educational equalization for rural students.
Downloads
Published
2018-07-19
How to Cite
Li, G., Jee, Y., & Sun, Z. (2018). Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms. Language and Literacy, 20(3), 159–184. https://doi.org/10.20360/langandlit29415
Issue
Section
Articles
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).