Using VLE and CMC to enhance the lexical competence of pre-service English teachers in the European Higher Education Area

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Pérez Cañado, M.L., Casas Pedrosa, A.V., Lancaster, N.K. & Ráez Padilla, J. (2008). Using VLE and CMC to enhance the lexical competence of pre-service English teachers in the European Higher Education Area. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 3578-3581). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27800.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

María Luisa Pérez Cañado, Antonio Vicente Casas Pedrosa, Nina Karen Lancaster, Juan Ráez Padilla, Universidad de Jaén, Spain

Abstract

This paper reports on a quasi-experimental investigation with a pre-test/post-test control group design carried out in the second semester of the academic year 2006-2007 with Spanish pre-service English teachers at the University of Jaén in Spain. Its aim was to determine whether the use of a virtual learning environment (VLE) and computer-mediated communication (CMC) within the European Higher Education Area (EHEA) could improve the teacher trainees' lexical competence. The investigation was motivated, on the one hand, by the extremely poor results ascertained in the vocabulary acquisition of pre-service teachers at the University of Jaén in the past four academic years and, on the other, by the new methodological options advocated within the EHEA. The results and implications, discussed in a final section, highlight the benefits of using blended learning to enhance the lexical competence of pre-service English teachers and are promoting the application of this new methodological option to all the EFL subjects at our University.

Also Read

• Distributed e-Portfolios to Recognise Informal Learning
• Ingredients of Educational Portals as Infrastructures for Informal Learning Activities
• Engagement and knowledge sharing in a virtual learning community
• Digital selves: Preparing graduates for the virtual workplace
• Design and Integration of an Automated Assessment Laboratory: Experiences and Guide
• A Dialogue on E-Learning and Diversity: the Learning Management System vs the Personal Learning Environment
• Web 2.0 or Identity 2.0: The Roles of Web 2.0 Tools on the Identity Construction of Turkish Youth
• Technologies to Support Communities of Practice: Network Analysis with I-know
• Getting beyond centralized technologies in higher education, Part 1
• Students’ use of technologies to support formal and informal learning

Tags