Abstract

Digital tools can guide and support teachers in professional development programmes. The aim of this study was four-fold: (1) to explore changes introduced in classroom methodology by secondary school teachers during their participation in a professional development programme, using the digital tool EVALOE-DSS, based on conversational methodology; (2) to analyse the impact of introducing conversational methodology in the development of students’ oral competence; (3) to determine the relation between students’ self-perception of oral competence and self-perceived emotional competence; and (4) to find out the teachers’ opinion about their experience in the programme. The instruments used were the digital tool EVALOE-DSS, the Test of Self-Perceived Oral Competence, the Self-Report of Emotional Intelligence, the Trait Meta-Mood Scale, and a satisfaction questionnaire. The study was developed in four phases: initial intensive training, intervention using the digital tool for four months, students’ assessments and teachers’ evaluations. The results of teachers’ self-assessments using the EVALOE-DSS showed that their self-assessment of classes significantly improved throughout their participation in the programme. In addition, students whose teachers participated in the programme were self-perceived as more competent at oral language, and this had a positive influence on their self-perception of emotional competence. Finally, teachers were positive about their participation in the training process using the EVALOE-DSS. In conclusion, this study seems to suggest that a professional development programme using a Computer Assisted Language Learning (CALL) tool could provide an important strategy for increasing teachers’ oral language teaching quality and improving student learning.

摘要

数字工具可以在专业发展计划中指导和支持教师。这项研究的目的有四个：(1) 探索中学教师在参与专业发展计划期间引入的课堂方法的变化，使用基于对话方法的数字工具 EVALOE-DSS；(2) 分析引入会话方法对学生口语能力发展的影响；(3)确定学生口语能力自我感知与自我情感能力自我感知之间的关系；(4) 了解教师对他们在课程中的体验的看法。使用的工具是数字工具 EVALOE-DSS、自我感知口语能力测试、情商自我报告、特质元情绪量表、和满意度问卷。该研究分四个阶段进行：初始强化培训、使用数字工具进行为期四个月的干预、学生评估和教师评估。教师使用 EVALOE-DSS 进行自我评估的结果表明，在参与该计划的整个过程中，他们对班级的自我评估得到了显着改善。此外，参与该计划的老师的学生自我感觉在口语方面更有能力，这对他们的情感能力自我感觉产生了积极影响。最后，教师对他们使用 EVALOE-DSS 参与培训过程持积极态度。综上所述，