TECHNOLOGY AS A MEDIATOR OF CHANGE IN TEACHERS' WRITTEN CORRECTIVE FEEDBACK PRACTICES
In this case study on written corrective feedback in the Danish lower-secondary classroom, the beliefs and practices of three grade-8 teachers of English as a foreign language were explored, an intervention was carried out, introducing new work methods and technology, and potential changes were investigated. The study drew on three theoretical areas as its basis: The field of teacher cognition research provided methods for accessing teacher thinking, the field of second language acquisition research provided the guidelines for the theoretical and practical intervention, and theories of research into technology in foreign language teaching and learning were also employed.
Teacher beliefs and practices were sought investigated before, during, and after the intervention, which lasted 8 months. Results show that the introduction of the technology used was seen as a major agent for the changes that took place and that for the teachers, the other aspects of the intervention were difficult to separate from the technological aspect.