Relationship between English Teachers’ Beliefs and the Use of ICT in Classes – A Case Study in a Public High School in Japan

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Session Description
In Japan, students begin learning English as a Foreign Language from the seventh grade or even lower grades. Conventional English teaching methods in Japan are said to be English-Japanese translation and grammar based instructions, and have a tendency to neglect developing communication skills. In EFL situations, however, it is important for learners to actually use English in a practical way. Information and Communication Technology (ICT) is gaining attention in educational fields. The Ministry of Education, Culture, Sports, Science and Technology set articles which promote using ICT in classrooms in 2011. Effective use of ICT can make it possible to encourage students to practice communication, but given the present circumstances, ICT is used in classrooms by only a limited number of teachers in Japan. Earlier studies revealed that teachers’ teaching methods and strategies are strongly affected by their beliefs. The hypothesis of this study examines whether and how English teachers use of ICT in their classes depends on their beliefs of how English is learned as a foreign language. This study aims to compare two teachers’ classes and their beliefs, and clarify how their beliefs have effect on their use of ICT.
  • Ayuka Nakagawa, Kansai University, Takatsuki, Osaka, Japan

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