The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment

The principal objective of this study is to describe and evaluate a holistic training model for language teacher education in an e-learning context, specifically in a cyber face-to-face language learning context. This study first proposes an e-training model called the Practice, Reflective and Collaborative (PRC) model, and discusses the rationale underpinning each key component of the model. The article then proceeds to the crux of this research -the evaluation of the key components of the proposed model, drawing on the data from our 12-week e-teacher training program. The aim of this evaluation is to illustrate how this model worked in our case and how it was perceived by our trainees. Suggested Reviewers: Glenn Stockwell PhD Assistant Dean (Educational Affairs), School of Law, Waseda University [email protected] He is an expert in the fields of CALL and Applied Linguistics 1. Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. International Journal of Innovation in Language Learning and Teaching, 3 (1), 99-112. 2. Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20 (3), 253-270. 3. Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20 (4), 365-383. 4. Stockwell, G. (2007). A review of technology choice for teaching language skills in the CALL literature. ReCALL, 19 (2), 105-120. 5. Stockwell, G. (2005). Syntactical and lexical development in NNS-NNS asynchronous CMC. The JALT CALL Journal, 1 (3), 33-49. 6. Stockwell, G. (2004). Communication breakdown in asynchronous CMC. Australian Language & Literacy Matters, 1 (3), 7-10, 31. 7. Shimatani, H. & Stockwell, G. (2003). An evaluation of a selfstudy CALL environment: Language development learner attitudes. Language Education and Technology, 40, 1-14. 8. Stockwell, G. (2003). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15 (1), 37-50. 9. Stockwell, E. S. H. & Stockwell, G. (2003). Using email for enhanced cultural awareness. Australian Language Matters, 11 (1), 3-4. 10. Stockwell, G. (2003). What do learners really acquire through email interactions with native speakers? LET Kyushu-Okinawa Bulletin, 3, 31-42. 11. Stockwell, G. & Harrington, M. W. (2003). The incidental development of L2 proficiency in NSNNS email interactions. CALICO Journal, 20 (2), 337-359. Chin-Chung Tsai PhD Chair Professor, National Taiwan University of Science and Technology, Taiwan [email protected] He is a distinguished research in the area of e-learning.