6.4 Conclusion

The aim of this chapter was to interpret the findings and to explore responses to research question 2 of this study which is: What do these beliefs reflect in terms of the evolution of approaches and use of technology in the teaching of FSFL? In terms of the first category of beliefs related to the advantages of use of OLEs, many, but not all of the beliefs, reflected aspects of the vision for learning in the 21^st century. Many of these beliefs also reflected aspects of CLT. Beliefs focused on the value of authentic materials, the importance of accommodating a variety of learning styles and the need for meaningful and purposeful communication and collaboration. Real-world learning and intrinsic motivation through learner-centered goals and paths for learning provided the focus for other beliefs reported in this section. Changing patterns of interaction with the teacher in the role of the facilitator who assists students in the development of higher-order thinking skills are also characteristic of some of the beliefs related to the advantages of using OLEs. Finally, recognition of the need to change, to transform practices and beliefs and to question established ways of doing things were common elements in the beliefs of teachers.

In the category of beliefs related to the challenges to use of OLEs, the beliefs reflected aspects of earlier approaches to the teaching of FSFL such as the Direct Method and the Audio-Lingual Method and often did not reflect aspects of the vision espoused by this study. Some beliefs centered around the need for more time, training, support and equipment. Others expressed a distrust of technology to provide appropriate learning experiences and a lack appreciation of the role that OLEs can play in learning. In terms of the evolution of approaches and of use of technology in the teaching of FSFL, the two main categories of advantages and challenges reveal that beliefs reflect a wide range of approaches and philosophies. Some of the beliefs also reflect a criticism of past practices and a newfound awareness of the potential of new approaches, philosophies and the new environments for learning. Some of the beliefs expressed a dissatisfaction and frustration with use of OLEs. Other beliefs reflected a transition characterized by conflict. As teachers attempt to evolve their beliefs they are encountering obstacles in the form of the beliefs of others or beliefs of the system.

The implication of these beliefs for educational practice will be considered in the following chapter. Issues related to the methodology will also be discussed. Understanding what we can conclude from these beliefs involves taking the analysis one step further. Once we understand the implications, we can use the findings of this study to make recommendations for educational practice and for further research.