Abstract:

In recent years, it has been witnessed that the incorporation of web-based tools for classroom instruction has brought several significant efficiencies in language classes. However, the research shows that even competent teachers may have difficulty coordinating these tools with specific learning goals and fail to reach the objectives of their lessons. Instructional gaps in lesson planning, delivery, and classroom management can be witnessed due to over-reliance on off-the-shelf digital materials or exercises. Therefore, this study aimed to figure out to what extent pre-service teachers use these tools, how much time they allocate to these implementations, which language skill they focus more on, and the perceived benefits of carrying out the courses. Thus, this study focuses specifically on 16 pre-service teachers' 12 week-long practicum days in which they were expected to deliver lessons once each week. The quantitative data were gathered by examining the frequency of digital materials used in classes, time allocated for these materials in their lesson plans, and actual time spent in the lesson delivery and from scores from supervisor observation scale. The qualitative data were elicited from pre-service teachers' reflection notes for themselves and their peers, and structured open-ended questions regarding the use of digital tools in language classes. The results have shown that pre-service teachers rely heavily on vocabulary exercises through digital materials and use them until the end of the lesson without exerting extra effort into constructing knowledge together or engaging learners with more writing and speaking practices.

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