Volume 18, Issue 2 July 2022, pp. 264–285
“Why this and not that social media?”: Reasons for using technology during online practice teaching
Recent research has revealed increased use of social media platforms for English as a foreign language (hereafter, EFL) teachers’ English language teaching practices, supporting new modes of language learning through computer-assisted language learning (hereafter, CALL). However, the reasons for such adoption have received little attention, particularly among EFL preservice teachers who lack teaching experiences using technology. Thus, this study examined the rationales and concerns surrounding the use of specific social media platforms for ELT purposes. This study employed a basic qualitative approach by recruiting 18 EFL preservice teachers. The data were collected through interviews and document analysis during the COVID-19 pandemic, requiring these participants to perform emergency remote teaching. The data revealed various reasons why EFL preservice teachers chose to incorporate WhatsApp and YouTube into their English classrooms but not Facebook or Instagram. This study offers three recommendations for improving TEPs, particularly to prepare future preservice teachers who may do such remote teaching in the future.
© I Putu Indra Kusuma
This work is licensed under a Creative Commons Attribution 4.0 International License.
Kusuma, I. (2022). “Why this and not that social media?”: Reasons for using technology during online practice teaching. The JALT CALL Journal, 18(2), 264–285. https://doi.org/10.29140/jaltcall.v18n2.593
Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
(Re)turning to contrastive rhetoric’s basic communication principles: A Common Ground theory perspective
Jonathan D. Brown
Australian Journal of Applied Linguistics Published: 22 August, 2022, Volume 5(2), 77–87.
3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238.
A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202.
A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156.