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Publications (10 of 17) Show all publications
Allen, C. & Hadjistassou, S. (2018). Remote tutoring of pre-service EFL teachers using iPads. ELT Journal, 72(4), 353-364
Open this publication in new window or tab >>Remote tutoring of pre-service EFL teachers using iPads
2018 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 72, no 4, p. 353-364Article in journal (Refereed) Published
Abstract [en]

With the availability of portable and relatively inexpensive audiovideo recording devices in the form of iPads and other mobile technologies in combination with increasing bandwidth, the remote observation and training of pre-service EFL student teachers without the physical presence of a tutor in the classroom is now a viable proposition. This paper reports on a novel initiative to provide remote feedback to a group of primary EFL pre-service teachers on teaching practice placement in Africa from a tutor based in Sweden via iPad minis and the training institution’s Moodle virtual learning environment. The feedback was assessed in relation to the Cambridge English Teaching Framework. Results suggest that the combination of recorded audiovideo material during the pre-service teachers’ teaching practice and Moodle feedback from the remote tutor can provide a valuable basis for tutorial support, formative assessment, and reflection for student EFL teachers on teaching practice.

Place, publisher, year, edition, pages
Oxford University Press, 2018
Keywords
iPad, remote tutoring
National Category
Specific Languages Didactics
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-77225 (URN)10.1093/elt/ccy016 (DOI)000450065600001 ()2-s2.0-85057241199 (Scopus ID)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-08-29Bibliographically approved
Hadjistassou, S. K. & Allen, C. (2018). Using iPad-mediated recordings to offer contingent feedback and introduce pre-service teachers to the epistemology of the teaching practice. Journal of Computers in Education, 5(3), 373-392
Open this publication in new window or tab >>Using iPad-mediated recordings to offer contingent feedback and introduce pre-service teachers to the epistemology of the teaching practice
2018 (English)In: Journal of Computers in Education, ISSN 2197-9987, E-ISSN 2197-9995, Vol. 5, no 3, p. 373-392Article in journal (Refereed) Published
Abstract [en]

The current study investigates the role of iPad-mediated recordings as culturally enacted artifacts in generating affordances for constructive feedback on pre-service teachers teaching practice, self-reflection, and evaluation and enacting a path to guide pre-service teachers in becoming part of the epistemology of the teaching practice. A group of Swedish pre-service teachers embarked on a teaching practice placement in Tanzanian elementary schools where they documented their teaching practicum experience using iPad minis. Pre-service teachers then selected specific parts of the videos and uploaded the content on the university's Moodle VLE site. The recorded sessions formed the primary mechanisms through which an experienced instructor offered pre-service teachers constructive feedback. Specific guidelines and training on the four indicated lesson elements that pre-service teachers needed to upload were provided prior to this practical teaching experience. Results indicate that the feedback strategies focused primarily on pre-service teachers' planning and actual teaching practice.

Place, publisher, year, edition, pages
Springer, 2018
National Category
Languages and Literature
Research subject
Pedagogics and Educational Sciences; Humanities
Identifiers
urn:nbn:se:lnu:diva-77035 (URN)10.1007/s40692-018-0110-4 (DOI)000440614100006 ()
Available from: 2018-08-01 Created: 2018-08-01 Last updated: 2019-01-15Bibliographically approved
Allen, C. (2017). MOOCs as primers in EFL Teacher Training. The Teacher Trainer Journal, 31(1), 11-13
Open this publication in new window or tab >>MOOCs as primers in EFL Teacher Training
2017 (English)In: The Teacher Trainer Journal, ISSN 0951-7626, Vol. 31, no 1, p. 11-13Article in journal (Other academic) Published
Keywords
MOOC, ICT, teacher training
National Category
Specific Languages
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-61118 (URN)
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2018-01-22Bibliographically approved
Berggren, J. & Allen, C. (2017). The assessment of digital project in the EFL classroom. In: Kate Borthwick, Linda Bradley, Sylvie Thouësny (Ed.), CALL in a climate of change: adapting to turbulent global conditions, short papers from EUROCALL 2017. Paper presented at CALL in a Climate of Change EuroCALL 2017 (pp. 46-50). Voillans France: Research-publishing.net
Open this publication in new window or tab >>The assessment of digital project in the EFL classroom
2017 (English)In: CALL in a climate of change: adapting to turbulent global conditions, short papers from EUROCALL 2017 / [ed] Kate Borthwick, Linda Bradley, Sylvie Thouësny, Voillans France: Research-publishing.net, 2017, p. 46-50Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a project aiming at describing professionalpractice in the assessment of collaborative digital projects among a group of inserviceEnglish as a Foreign Language (EFL) teachers within the context of asingle workplace, a technologically well-resourced upper secondary school inSweden. In a previous project (Allen & Berggren, 2016), teachers were providedwith an overview of the digital literacy concept as described by Dudeney,Hockly, and Pegrum (2013) as part of an initiative to better integrate informationcommunication technology into their classroom practice. The current studyaddresses the need expressed in previous projects for developing assessmentpractices among the teachers working with digital projects, making use of apractical overview of the assessment of digital projects (Dudeney et al., 2013)trying out an assignment. Afterwards, a focus group interview was conductedfocusing on teachers' experiences of digital project assessment. The resultsindicate that while the teaching and assessment of collaborative digital projectsare not aligned, the teaching of digital literacy making use of digital resource mayaugment ‘traditional’ assessment. Following this conclusion, a necessity of furthercollaboration among EFL teachers appears, aiming at developing the assessmentof the collaborative aspect of digital projects.

Place, publisher, year, edition, pages
Voillans France: Research-publishing.net, 2017
Keywords
digital literacy, assessment, exploratory practice, in-service training
National Category
Specific Languages
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-69075 (URN)10.14705/rpnet.2017.eurocall2017.687 (DOI)978-2-490057-04-7 (ISBN)
Conference
CALL in a Climate of Change EuroCALL 2017
Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2018-01-13Bibliographically approved
Karlsson, T., Hans, B., Wikander, T., Holmberg, G., Wahlström, R. & Allen, C. (2016). 50 Forgotten Miras. Journal of the American Association of Variable Star Observers, 44(2), 156-163
Open this publication in new window or tab >>50 Forgotten Miras
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2016 (English)In: Journal of the American Association of Variable Star Observers, ISSN 0271-9053, Vol. 44, no 2, p. 156-163Article in journal (Refereed) Published
Abstract [en]

We report the results of 4 years observing of 50 poorly studied Mira stars. 247 maxima and 241 minima together with current period elements, ranges, and color indices for the stars are presented. “50 forgotten Miras” is an ongoing observing program run by the Variable star section of the Association of Swedish Amateur Astronomers (SAAF/V) that started in 2012.

Place, publisher, year, edition, pages
Cambridge: , 2016
Keywords
Variable star, Mira, period
National Category
Astronomy, Astrophysics and Cosmology
Research subject
Natural Science, Physics
Identifiers
urn:nbn:se:lnu:diva-61119 (URN)
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2017-03-08Bibliographically approved
Allen, C. & Berggren, J. (2016). Digital literacy and sustainability: a field study in EFL teacher development. In: Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny (Ed.), CALL communities and culture: short papers from EUROCALL 2016. Paper presented at EuroCALL 2016 (pp. 14-19).
Open this publication in new window or tab >>Digital literacy and sustainability: a field study in EFL teacher development
2016 (English)In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 14-19Conference paper, Published paper (Refereed)
Abstract [en]

This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.

Keywords
digital literacy, exploratory practice, in-service training
National Category
Languages and Literature
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-59163 (URN)10.14705/rpnet.2016.eurocall2016.531 (DOI)978-1-908416-43-8 (ISBN)978-1-908416-44-5 (ISBN)978-1-908416-45-2 (ISBN)
Conference
EuroCALL 2016
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2016-12-20Bibliographically approved
Allen, C., Hadjistassou, S. K. & Richardson, D. (2016). Self-evaluation using iPads in EFL teaching practice. In: Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny (Ed.), CALL communities and culture: short papers from EUROCALL 2016. Paper presented at EuroCALL 2016 (pp. 20-24).
Open this publication in new window or tab >>Self-evaluation using iPads in EFL teaching practice
2016 (English)In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 20-24Conference paper, Published paper (Refereed)
Abstract [en]

The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE)site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors’ feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement.

Keywords
iPads, ESL, EFL, pre-service teachers, teaching practice, self-evaluation.
National Category
Languages and Literature
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-59165 (URN)10.14705/rpnet.2016.eurocall2016.532 (DOI)978-1-908416-43-8 (ISBN)978-1-908416-44-5 (ISBN)978-1-908416-45-2 (ISBN)
Conference
EuroCALL 2016
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2016-12-20Bibliographically approved
Allen, C. (2015). Marriages of convenience?: Teachers and coursebooks in the digital age. ELT Journal, 69(3), 249-263
Open this publication in new window or tab >>Marriages of convenience?: Teachers and coursebooks in the digital age
2015 (English)In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526, Vol. 69, no 3, p. 249-263Article in journal (Refereed) Published
Abstract [en]

This article reports on a survey of Swedish EFL teachers’ attitudes towards,and dependence on, ELT coursebook packages in the light of recent researchinto digital literacy. The results showed that while ICT is making massiveinroads into language classrooms in technologically advantaged countrieslike Sweden, the coursebook package still has its place assured amongtrainee teachers, at least for the immediate future. The current generationof ‘digital native’ pre-service teachers still looks to coursebook packagesto structure lessons during teaching practice and as a means of providingextended reading practice in the L2. Their more experienced in-servicecolleagues are, however, increasingly abandoning the coursebook in favour offreestanding digital resources. Practising teachers in the survey increasinglysaw coursebooks in contingency terms and as a ‘fall-back’ position. Finally,the article considers the desirability of a more fundamental abandonment ofthe coursebook in favour of digital tools and resources in the EFL classroom.

Keywords
coursebook, ELT, digital literacy
National Category
Humanities and the Arts Specific Languages
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-40795 (URN)10.1093/elt/ccv005 (DOI)000357875000005 ()2-s2.0-84937037874 (Scopus ID)
Available from: 2015-03-12 Created: 2015-03-12 Last updated: 2018-01-11Bibliographically approved
Allen, C. (2015). Reacting to the technology splurge: information and Communications Technology (ICT) Training for EFL teachers in the one-to-one era. The Teacher Trainer Journal, 29(3), 19-21
Open this publication in new window or tab >>Reacting to the technology splurge: information and Communications Technology (ICT) Training for EFL teachers in the one-to-one era
2015 (English)In: The Teacher Trainer Journal, ISSN 0951-7626, Vol. 29, no 3, p. 19-21Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Oxford: , 2015
Keywords
ICT, EFL, teacher training
National Category
Pedagogical Work
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-47088 (URN)
Available from: 2015-11-09 Created: 2015-11-09 Last updated: 2017-12-01Bibliographically approved
Allen, C. (2015). Social media as an alternative to Moodle in EFL teaching practice forums. In: Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny. (Ed.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy: . Paper presented at EUROCALL 2015, Padova, Italy (pp. 9-15). Research-publishing.net
Open this publication in new window or tab >>Social media as an alternative to Moodle in EFL teaching practice forums
2015 (English)In: Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy / [ed] Francesca Helm, Linda Bradley, Marta Guarda, Sylvie Thouësny., Research-publishing.net, 2015, p. 9-15Conference paper, Published paper (Other academic)
Abstract [en]

This paper reports on the preferences among a group of pre-service English as a Foreign Language (EFL) teacher trainees for social media rather than Moodle, an institutional Virtual Learning Environment (VLE), as a forum for support during a recent five week teaching practice in southern Sweden. The teacher trainees responded to a questionnaire relating to preferences for their own Facebook group as opposed to the Moodle forum set up specifically by the course tutor for the purpose of sharing observations and discussing lesson planning, aspects of reflective practice and resources while on teaching practice. Their reflections shed interesting light on the importance of student EFL teacher ownership and ‘student centricity’ in the learning space. These concepts emerge from a consideration of the learning space at the intersection of pedagogical, technological and content knowledge and the nature of forum discussions when faced with the alternative between social media and institutionalized learning platforms under the direction of teacher trainers and course managers.

Place, publisher, year, edition, pages
Research-publishing.net, 2015
Keywords
teaching practice, online forums, VLE
National Category
Specific Languages
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-48624 (URN)10.14705/rpnet.2015.000303 (DOI)
Conference
EUROCALL 2015, Padova, Italy
Available from: 2016-01-08 Created: 2016-01-08 Last updated: 2018-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3364-4753

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