{"id":{"repo_id":"malta","oai_identifier":"oai:www.um.edu.mt:123456789/7606"},"canonical_url":"https://search.dev.ndltd.org/etd/malta/oai:www.um.edu.mt:123456789/7606","repository":{"repo_id":"malta","name":"University of Malta","base_url":"https://www.um.edu.mt/library/oar/oai/request"},"display":{"title":"Integrating eLearning in english language teaching and learning","abstract":"The process of technology integration in English language teaching and learning was investigated through an action research project. The study investigated the beliefs of a number of Maltese teachers of English about technology integration and to what extent they integrated technology in their professional practice. The researcher acted as a pedagogical mentor for some of these English teachers who went on to plan and implement a number of technology-enhanced learning scenarios for the teaching and learning of English. Case record methodology was used to document the planning and implementation process. Feedback was obtained from teachers and students through questionnaires and interviews, and an expert evaluation of the learning scenarios was carried out. The findings revealed that the English teachers favoured the integration of technology in English teaching and learning but used technology mainly for lesson planning and preparation. Various barriers prevented the teachers from implementing technology integrated lessons, including lack of confidence, skills and time. The teachers' use of technology in the classroom supported traditional teaching approaches. The presence of a pedagogical mentor encouraged the teachers to integrate technology more in English teaching and learning. Based on the findings, recommendations were made on how to enhance the role of teachers, schools and educational authorities in technology integration in classrooms.","abstract_html":"The process of technology integration in English language teaching and learning was investigated through an action research project. The study investigated the beliefs of a number of Maltese teachers of English about technology integration and to what extent they integrated technology in their professional practice. The researcher acted as a pedagogical mentor for some of these English teachers who went on to plan and implement a number of technology-enhanced learning scenarios for the teaching and learning of English. Case record methodology was used to document the planning and implementation process. Feedback was obtained from teachers and students through questionnaires and interviews, and an expert evaluation of the learning scenarios was carried out. The findings revealed that the English teachers favoured the integration of technology in English teaching and learning but used technology mainly for lesson planning and preparation. Various barriers prevented the teachers from implementing technology integrated lessons, including lack of confidence, skills and time. The teachers' use of technology in the classroom supported traditional teaching approaches. The presence of a pedagogical mentor encouraged the teachers to integrate technology more in English teaching and learning. Based on the findings, recommendations were made on how to enhance the role of teachers, schools and educational authorities in technology integration in classrooms.","abstract_has_math":false,"creators":[],"institution":"University of Malta","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-27T20:11:09Z","subjects":["Internet in education","English language -- Study and teaching -- Malta","Computer-assisted instruction -- Malta"],"languages":["en"],"rights":["info:eu-repo/semantics/restrictedAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://www.um.edu.mt/library/oar//handle/123456789/7606","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-20T13:13:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-20T13:13:47Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Malta"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Internet in education","English language -- Study and teaching -- Malta","Computer-assisted instruction -- Malta"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/restrictedAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.um.edu.mt/library/oar//handle/123456789/7606"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["M.ED.APPLIED LANGUAGE STUD."]},{"key":"dc:description.abstract","label":"Abstract","values":["The process of technology integration in English language teaching and learning was investigated through an action research project. The study investigated the beliefs of a number of Maltese teachers of English about technology integration and to what extent they integrated technology in their professional practice. The researcher acted as a pedagogical mentor for some of these English teachers who went on to plan and implement a number of technology-enhanced learning scenarios for the teaching and learning of English. Case record methodology was used to document the planning and implementation process. Feedback was obtained from teachers and students through questionnaires and interviews, and an expert evaluation of the learning scenarios was carried out. The findings revealed that the English teachers favoured the integration of technology in English teaching and learning but used technology mainly for lesson planning and preparation. Various barriers prevented the teachers from implementing technology integrated lessons, including lack of confidence, skills and time. The teachers' use of technology in the classroom supported traditional teaching approaches. The presence of a pedagogical mentor encouraged the teachers to integrate technology more in English teaching and learning. Based on the findings, recommendations were made on how to enhance the role of teachers, schools and educational authorities in technology integration in classrooms."]},{"key":"dc:title","label":"Title","values":["Integrating eLearning in english language teaching and learning"]}]}],"canonical_facts":{"dc:date.accessioned":["2016-01-20T13:13:47Z"],"dc:date.available":["2016-01-20T13:13:47Z"],"dc:date.issued":["2012"],"dc:description":["M.ED.APPLIED LANGUAGE STUD."],"dc:description.abstract":["The process of technology integration in English language teaching and learning was investigated through an action research project. The study investigated the beliefs of a number of Maltese teachers of English about technology integration and to what extent they integrated technology in their professional practice. The researcher acted as a pedagogical mentor for some of these English teachers who went on to plan and implement a number of technology-enhanced learning scenarios for the teaching and learning of English. Case record methodology was used to document the planning and implementation process. Feedback was obtained from teachers and students through questionnaires and interviews, and an expert evaluation of the learning scenarios was carried out. The findings revealed that the English teachers favoured the integration of technology in English teaching and learning but used technology mainly for lesson planning and preparation. Various barriers prevented the teachers from implementing technology integrated lessons, including lack of confidence, skills and time. The teachers' use of technology in the classroom supported traditional teaching approaches. The presence of a pedagogical mentor encouraged the teachers to integrate technology more in English teaching and learning. Based on the findings, recommendations were made on how to enhance the role of teachers, schools and educational authorities in technology integration in classrooms."],"dc:identifier.uri":["https://www.um.edu.mt/library/oar//handle/123456789/7606"],"dc:language.iso":["en"],"dc:publisher.department":["Faculty of Education"],"dc:publisher.institution":["University of Malta"],"dc:rights":["info:eu-repo/semantics/restrictedAccess"],"dc:subject":["Internet in education","English language -- Study and teaching -- Malta","Computer-assisted instruction -- Malta"],"dc:title":["Integrating eLearning in english language teaching and learning"],"dc:type":["masterThesis"]},"updated_at":"2026-07-27T20:11:09Z"}