Using mobile devices for e-sourcing literature materials for teaching English as a second language

This interpretivist qualitative multi-site case study used convenience, purposeful and snowball sampling in selecting nine English Second Language (ESL) teacher participants to understand factors influencing English teachers’ attitudinal beliefs in adoption of mobile devices for e-sourcing literary materials for teaching English. Data that underpinned our study were generated through observations, interviews and document analysis. The observations were used to determine factors influencing ESL teachers in using their mobile devices in sourcing literature materials. The semi- structured interviews focused on the factors, ESL teachers' attitudes in sourcing literature materials for language teaching and the strategies ESL teachers should employ in empowering ESL teachers in this regard. The documents were used as supplementary to corroborate evidence from the other sources, which were observations and interviews. Thematic analysis of the transcribed data revealed that ESL participant teachers realized the benefits of literature in language teaching - learning which were categorised under theme: tender-age literary exposure for language proficiency. They had positive attitudinal beliefs about using mobile devices for sourcing literary materials to be used in the English class. However, they did not actually e-source them because there was deficiency in learners’ reading culture, dogmatism, lack of facilities for technologically embedded costs, time deficiency, coerced willingness and confidence deficiency in TPACK. These findings created a gap between ESL teachers’ desire and the purportedly attained goal. The findings point to a need for hands-on TPACK training for ESL teachers, transformational leadership training for school principals, relevant education stakeholders’ review of English curriculum and the provision of Wi-Fi in schools.本研究为解释主义质性多案例研究，采用便利抽样、目的抽样与滚雪球抽样法，选取9名第二语言英语（English Second Language，ESL）教师作为研究对象，旨在探究影响教师采用移动设备电子获取文学教学素材的态度信念相关因素。 本研究的核心数据通过观察、访谈与文档分析三种方式采集。其中，观察环节用于明确ESL教师在使用移动设备获取文学教学素材过程中的影响因素；半结构化访谈的核心内容包括：相关影响因素、ESL教师为语言教学获取文学素材的态度，以及ESL教师在该场景下应采用的赋能教学策略；文档资料则作为补充数据源，用于佐证观察与访谈所获取的研究证据。 对转录后数据的主题分析结果显示，参与本研究的ESL教师均认识到文学在语言教与学中的重要价值，该价值可归纳为「低龄文学接触助力语言能力提升」这一主题。他们对于使用移动设备获取课堂所需文学素材持有积极的态度信念，但并未实际开展电子素材获取工作，原因包括：学生阅读文化缺失、教学理念僵化、技术应用所需的设施与成本不足、时间匮乏、意愿被动，以及技术教学内容知识（Technological Pedagogical Content Knowledge，TPACK）信心不足。上述研究结果揭示了ESL教师的实际需求与预期目标之间存在的差距。 研究结果表明，亟需为ESL教师开展实操性TPACK培训、为学校校长提供变革型领导力培训、推动相关教育利益相关者修订英语课程，并在校园内部署无线网络。