Technologies, literacies in English oral communication and teacher education: an empirical study at the university level

The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended learning (THORNE, 2003) and genre (KRESS, 2003). The methodology involved critical reflection of teaching practices, blended-learning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that our student teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that they will be able to implement these instructional strategies in their future teaching practices.

本研究旨在汇报2014年第一学期面向20名职前英语教师（pre-service English teachers）开设的60学时课程所获得的数据发现与研究成果。本课程融合技术与教学法实践，以提升学习者的高级口语交际能力为目标。本研究的理论框架涵盖Kalantzis与Cope（2012、2013）的读写能力相关研究、Prensky（2010）与Warschauer（2011）的技术应用研究、混合学习（blended learning）理论（THORNE, 2003）以及体裁理论（KRESS, 2003）。研究方法包含教学实践批判性反思、依托Moodle论坛与课堂讨论开展的混合式教学环节，以及个人介绍、访谈与纪录片的口语录制活动。研究结果显示，参与课程的职前教师通过批判性反思、网络工具应用与口语录制实践，其口语交际能力得到显著提升，且对口语体裁的理解达到了较高水平。基于本研究成果，可认为这些职前教师能够在未来的教学实践中应用上述教学策略。