SUPPORTING THE EFFECTIVENESS OF LANGUAGE LEARNING IN SCHOOLS: SELF-REPORTED EXPERIENCES OF INTERNATIONAL TEACHING ASSISTANTS WITH COMPUTER ASSISTED LANGUAGE LEARNING TOOLS IN SPAIN

Despite significant investment in foreign language teaching in recent years, the competence level of European students continues to be below expectations. While availability of foreign language learning in a school setting is becoming more widespread, the effectiveness of foreign language education in many European countries is problematic, highlighting the need for a renewed focus on the quality of language teaching. Although many European countries have strategies and plans that focus on different ways to increase the efficiency and effectiveness of foreign language education in schools such as Content and Language Integrated Learning (CLIL), the use of Information and Communication Technologies (ICT) and on-line learning material is still not fully exploited in education. This is despite the use of ICT and open educational resources (OER) that may contribute to improving teaching outcomes (European Commission Report, 2014).
Following this, this current study seeks to explore if and how International Teaching Assistants (ITAs) in different nursery, primary and secondary schools across Spain perceive and use various Computer Assisted Language Learning (CALL) tools to support different language learning outcomes. Using a qualitative approach, involving thematic analysis, self-reported written reflections of 20 International Teaching Assistants relating to school-based experiences of teaching English were analysed. The study focuses on teaching assistants’ use of CALL tools and their perceptions as to if and how different CALL tools supported effective classroom-based language learning or not and to identify real or perceived challenges or difficulties.
The study sheds light on the self-reported perceptions of ITAs in Spain towards CALL tools as well as contributing to an understanding of the challenges or difficulties they may face. The results give insights for teacher training programmes designed to support both ITAs and the adoption of CALL tools by future teachers as means of supporting effective language learning in Europe. For teacher training purposes a ‘Do’s and Don’ts’ CALL use help sheet for ITAs is also presented as a result.