This qualitative study explores two technology-enhanced language learning (TELL) classroom environments in Korea. This study reveals the issue of the disconnect between theory and practice, including (1) literacy goals that researchers emphasize vs. the teachers literacy goals, (2) what the teachers believe vs. what the teachers do, and (3) the teachers beliefs vs. theory. In light of this issue, implications for research and teacher education are presented.
1. Introduction
2. Research Method
3. Discussion
4. Implications
5. Conclusion