16. Teacher preparation for online language instruction

Jones, Christopher M.; Youngs, Bonnie L.

doi:10.1075/lllt.14.22jon

Cited by 22 publications

(12 citation statements)

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“…In a study relying both on previous research in the field of language instruction and distance education (Hampel & Stickler, 2005;Jones & Youngs, 2006;Lamy & Hampel, 2007) as well as the analysis of teachers' selfevaluation of their activity, Guichon (2009) has identified three types of skills pertaining to online language teaching (see Figure 1). Pedagogical skills are obviously central to the teaching activity, especially when it comes to task design and the provision of timely and appropriate feedback (Doughty & Long, 2003;Wang, 2007).…”

Section: N Guichonmentioning

confidence: 99%

Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching

Guichon

2010

Computer Assisted Language Learning

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This case study paves the way for a research and development project aiming to design a desktop videoconferencing platform specifically dedicated to synchronous language teaching. It starts by defining a model of language pedagogy adapted to distance and taking into account the affordances of videoconferencing for language teaching. It then proceeds to analyze the activity of novice teachers confronted with the management of synchronous online teaching. To model their pedagogical and communicational activity, two teaching sessions were captured and analyzed with a special focus on the difficulties encountered by the participants in situation and the strategies they deployed. The participants' comments were also elicited, thanks to a focus group session. This case study results in the presentation of three functionalities designed to assist teachers to plan the online session, to communicate more effectively, and to keep track of some of their learners' production for ulterior feedback.

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Section: N Guichonmentioning

confidence: 99%

Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching

Guichon

2010

Computer Assisted Language Learning

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“…Using a methodology resembling a qualitative data analysis, this literature search involved iterative cycles of data collection, analysis and synthesis. Key publications dealing closely with the topic of this literature review (Chapelle & Hegelheimer, 2004;Hampel & Stickler, 2005;Stickler & Hauck, 2006a;Jones & Youngs, 2006) were used as the starting point. These articles were used to identify important skills needed for online language teaching.…”

Section: Literature Search Methodologymentioning

confidence: 99%

“…Bennett and Marsh identified two important pieces of knowledge beyond the technical level: (a) to 'identify the significant difference and similarities between face-to-face and online learning and teaching contexts,' and (b) to 'identify strategies and techniques to facilitate online learning and help students exploit the advantages in relation to both independent and collaborative learning ' (p. 16). Besides that, community building skills to encourage socialisation, active participation and collaboration are equally important for online teaching (Jones & Youngs, 2006;Hampel & Stickler, 2005;McLoughlin & Oliver, 1999).…”

Section: Types Of Skillsmentioning

confidence: 99%

“…They stated that online teachers should have good communication skills, and that these are even more critical for online environments due to the lack of visual cues. Jones and Youngs (2006) added that online teachers also need to know how to stimulate active participation and collaboration because they can facilitate online socialisation and even help to maintain students' interest in the subject matter and learning.…”

Section: Types Of Skillsmentioning

confidence: 99%

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Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Compton

2009

Computer Assisted Language Learning

235

198

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This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are provided to help language teacher training programs prepare future language teachers for online language teaching.Keywords: online language teaching; skills; roles; responsibilities; language teacher education; framework IntroductionOnline language learning has steadily increased in popularity over the last decade with the growth of the internet and the proliferation of computers at home and in educational settings ranging from K-12 to post-secondary (Felix, 2003a;Hubbard & Levy, 2006;Stickler & Hauck, 2006a;White, 2003). White (2003) indicated that there were more than 1300 distance language courses from the 55,000 distant courses registered in 130 countries. She added that the common perceptions of online courses as cost-and time-effective have pushed more providers into the field of online language learning. While the notion of language learning at a distance is not a new phenomenon, rapid developments in communication technology have increased the demand for online language learning that involves connection of learners, both asynchronously and synchronously as well as autonomous learning.The online context of language learning has prompted the need for new teaching approaches and teaching skills that are different from those used in teaching face-to-face language courses (Hampel & Stickler, 2005). These new teaching skills are crucial for teaching online language courses 'whose subject matter is communication' and especially at the lower level where there is a 'need to focus on the form of interaction as well as the content' (Hampel & Stickler, 2005, p. 312). Additionally, it requires skills that are different from teaching other subjects online. However, there seems to be little concerted effort in this direction as the increase in online language learning has not been matched with an increase in teacher training for language teachers beyond the technical and softwarespecific skills. Moreover, the vast research and best practices for teaching online may not translate well for online language teaching.Despite a multitude of research-based publications and best practices relating to computer assisted language learning (CALL), including online language learning, there is a dearth of resources on how to prepare teachers for online language teaching and the skills needed for this new teaching environment. To date, no literature review has been published specifically on the skills needed for online language teaching. This literature review is therefore an effort to fill the gap by synthesising the existing but limited literature and providing recommendations for teacher training programmes. However, before proceeding in depth with the synthesis and recommendations, this lit...

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“…The importance of socialization and collaboration is echoed by Jones and Youngs (2006) who highlight three areas that have been identified as being 'keys to success in online teaching and learning: socialization to the online environment to build both student-teacher and studentstudent relationships, stimulation of active participation, and collaboration' (p. 266). Creating the conditions that allow for such outcomes is part of the skills that online teachers have to develop.…”

Section: Introductionmentioning

confidence: 94%

Developing Online Language Teaching

Hampel¹,

Stickler²

2015

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16. Teacher preparation for online language instruction

Cited by 22 publications

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Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching

Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching

Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Developing Online Language Teaching

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