This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.
If the inline PDF is not rendering correctly, you can download the PDF file here.
Anderson Lorin W. et al. A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman 2001.
Bezemer Jeff and Gunther Kress. Multimodality Learning and Communication. Routledge 2016.
Bloom Benjamin. Taxonomy of Educational Objectives: The Classification of Educational Goals – Handbook 1 Cognitive Domain. Longman 1956.
Bower Matt. “Deriving a Typology of Web 2.0 Learning Technologies.” British Journal of Educational Technology vol. 47 no. 4 2016 pp. 763-77.
Buckingham David. “Defining Digital Literacy: What Do Young People Need to Know about Digital Media?” Digital Literacies: Concepts Policies and Practices edited by Colin Lankshear and Michele Knobel Peter Lang 2008 pp. 73-90.
Bustamante Carolina et al. “Web 2.0 and Language Learners: Moving from Consumers to Creators.” Touch the World: Selected Papers from the 2012 Central States Conference on the Teaching of Foreign Languages edited by Tatiana Sildus Robert M. Terry 2012 pp. 109-31.
Cardoso Silene. Multiple Literacies and Web 2.0 in the English as a Foreign Language Classroom. Masters Dissertation of University of Lisbon 2017.
Carretero Stephanie et al. DigComp 2.1: The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. EU Science Hub 2017 EUR 28558 EN DOI:10.2760/38842.
Churches A. Bloom’s Digital Taxonomy 2009 www.goo.gl/BSpbyP. Accessed 18 Nov. 2017.
Common European Framework of Reference for Languages: Learning Teaching Assessment (CEFR) – Companion Volume with New Descriptors. Provisional Edition. Sept. 2017 www.goo.gl/tpaqjw. Accessed 30 Nov. 2017.
Crystal David. English as a Global Language. 2nd ed. Cambridge UP 2003.
Crystal David. “English: Is it Still one Language?” Interviewed by Spotlight Magazine vol. 8 2016 pp. 36-38 www.goo.gl/KzQFvR. Accessed 18 Nov. 2017.
Cope Bill and Mary Kalantzis. “Introduction: Multiliteracies the Beginning of an Idea.” Multiliteracies: Literacy and the Design of Social Futures edited by Bill Cope and Mary Kalantzis Routledge 2000 pp. 3-8.
Cope Bill and Mary Kalantzis. New Learning: Elements of a Science of Education. Cambridge UP 2008.
Dourda Kyriaki et al. “Combining Game-Based Learning with Content and Language Integrated Learning Approaches: A Case Study Utilizing QR Codes and Google Earth in a Geography-Based Game.” Paper presented at the 7th European Conference on Games-Based Learning Porto Portugal 2013.
Dudeney Gavin and Nick Hockly. “Literacies Technology and Language Teaching”. The Routledge Handbook of Language Learning and Technology edited by Fiona Farr and Liam Murray Routledge 2016 pp. 115-26.
Ferrari Anusca. DigComp: A Framework for Developing and Understanding Digital Competence in Europe. (DigComp 1.0) 2013 EUR 26035 DOI:10.2788/52966.
Freire Paulo. Pedagogia do Oprimido. 17th ed. Paz e Terra 1987.
Government of Portugal. National Digital Competence Initiative e.2030 (Portugal INCoDe.2030: Iniciativa Nacional Competências Digitais e.2030) 2017 www.incode2030.gov.pt/. Accessed 28 Nov. 2017.
Healey Deborah. “Language Learning and Technology”. The Routledge Handbook of Language Learning and Technology edited by Fiona Farr and Liam Murray Routledge 2016 pp. 9-22.
Jenkins Jennifer. World Englishes: A Resource Book for Students. 2nd ed. Routledge 2009.
Jewitt Carey. “Multimodality and New Communication Technologies.” Discourse and Technology: Multimodal Discourse Analysis edited by Philip LeVine and Ron Scollon Georgetown UP 2004 pp. 184-95.
Jewitt Carey. Technology Literacy Learning: A Multimodal Approach. Routledge 2006.
Jewitt Carey. Learning and Communication in Digital Multimodal Landscapes: An Inaugural Professorial Lecture by Carey Jewitt. Institute of Education Press 2013.
Jordão Clarissa M. and Francisco C. Fogaça. “Critical Literacy in the English Language Classroom.” DELTA: Documentação de Estudos em Linguística Teórica e Aplicada vol. 28 no. 1 2012 pp. 69-84.
Kress Gunter. Literacy in the New Media Age. Routledge 2003.
Kress Gunter. “Gains and Losses: New Forms of Texts Knowledge and Learning.” Computers and Composition vol. 22 no. 1 2005 pp. 5-22.
Kress Gunter. “What is Mode?.” The Routledge Handbook of Multimodal Analysis edited by Carey Jewitt Routledge 2011 pp. 54-67.
Kuo Jun-Min. “Critical Literacy in the EFL Classroom: Evolving Multiple Perspectives through Learning Tasks.” The Journal of Asia TEFL vol. 11 no. 4 2014 pp. 109-138.
Luke Allan and Karen Dooley. “Critical Literacy and Second Language Learning”. Handbook of Research in Second Language Teaching and Learning edited by Eli Hinkel Routledge 2011 pp. 856-67.
Luke Carmen. “Cyber-Schooling and Technological Change: Multiliteracies for New Times”. Multiliteracies: Literacy and the Design of Social Futures edited by Bill Cope and Mary Kalantzis Routledge 2000 pp. 67-88.
Ministry of Education. English Syllabus Third Cycle [Programa de Inglês 3º Ciclo] 1995.
Ministry of Education. English Syllabus Secondary Education [Programa de inglês Nível de Continuação Formação Específica] 2003.
National Standards in Foreign Language Education Project. Standards for Foreign Language Learning: Preparing for the 21st Century (Executive Summary) 1996 www.goo.gl/CijYX1. Accessed 30 Nov. 2017.
Prensky Mark. “Digital Natives Digital Immigrants.” On the Horizon vol. 9 no. 5 2001 pp. 1-6.
Redecker Christine et al. “Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe”. Final Report. European Commission-Joint Research Center Institute for Prospective Technological Studies Seville 2009.
Riepel J. The Web 2.0 Revolution: Using Technology to Shape Standard-Based Instruction. Master Thesis. West Virginia University 2011.
Rojo Roxane. “Pedagogia dos Multiletramentos”. Multiletramentos na Escola organized by Roxane Rojo and Eduardo Moura Parábola 2012 pp. 11-31.
Scott David and Shane Beadle. Improving the Effectiveness of Language Learning: CLIL and Computer Assisted Language Learning 2014 www.goo.gl/ZCnM4R. Accessed 30 Nov. 2017.
Sneed Obiageli. “Integrating Technology with Bloom’s Taxonomy.” TeachOnline: Resources for Teaching Onlinewww.goo.gl/sxHpVZ. Accessed 30 Nov. 2017.
Vuorikari Riina et al. DigComp 2.0: The Digital Competence Framework for Citizens (DigComp 2.0) 2016 EUR 27948 EN DOI: 10.2791/11517.
Wu Ting-Ting and Yueh-Min Huang. “A Mobile Game-Based English Vocabulary Practice System Based on Portfolio Analysis”. Educational Technology & Society vol. 20 no. 2 2017 pp. 265-277.
Ya-Hui Hsieh et al. “Exploring the Role of Flow Experience Learning Performance and Potential Behavior Clusters in Elementary Students’ Game-Based Learning”. Interactive Learning Environments vol. 24 no. 1 2013 pp. 178-93.
Yang Shu-Ching. “Integrating Computer-Mediated Tools into the Language Curriculum”. Journal of Computer Assisted Learning vol. 17 no. 1 2001 pp. 85-93.