A developmental framework for online language teaching skills

Abstract

This article focuses on the need for teachers to develop online skills and describes how experiential, participant focused workshops can change the way in which language teachers can integrate technology into their teaching and help them to successfully implement these 21st century skills. It starts by briefly sketching the development of online language teaching in distance pedagogy and introducing the skills development for teachers and the necessity of online teaching skills before outlining previously developed frameworks in this area. The article then describes how – within a European context of increasing demands on language teachers’ technological competence – a dynamic framework for experiential teacher training workshops was developed that is based on a pyramid of online teaching skills. Bringing together insights from research and more than a decade of experience in online teacher training, this article sets out this developmental framework and argues for the need of participant focused, flexible and dynamic training opportunities for language teachers.

Multiple E-Learning technologies on practicing TOEFL structure and written expression

“…Mastering English could be a passport for someone to enter the global world (Rokhyati, 2013). Specifically, in this pandemic era, when the teaching and learning process should be done online, teachers have to develop the skills to successfully integrate digital tools into their classroom practice (Stickler et al, 2020). Thus, technology-aided ELT (English Language Teaching) systems relied on the effectiveness and efficiency of facilitating the teaching and learning process (Mallick et al, 4 3.75%.…”

“…This platform also allows the students to see the questions and all possible answers on their own devices shuffled for each student to keep focusing on doing their own work (Basuki & Hidayati, 2019). Many studies have identified this feature as a positive reinforcement to students and entertaining them during the teaching and learning process (Mohamad et al, 2020;Poudel, 2015;Yanmei et al, 2018)).…”

“…Besides, it provides a leaderboard as one of its unique characteristics, instead of memes and timer. The leader board shows the performance level and students' achievement, motivating the students and creating healthy competition (Mohamad et al, 2020). For teachers, the activity reports are available so that the students' progress could be monitored easily and instantly as soon as the activity finished.…”

“…These approaches are quite new for Railway Mechanical Technology students. Only a few lecturers implemented these technologies; however, in this pandemic era, the online teaching and learning process is mandatory (Stickler et al, 2020). It is hoped that by implementing multiple e-learning technologies, students could be motivated to practice TOEFL, especially Section 2, to achieve scores as required by the campus.…”

Kompetensi Guru Gred Jawatan DG 52 dalam melaksanakan Pembelajaran Maya Menggunakan Google Classroom : Satu Pemerhatian Awal

“…Keperluan guru untuk mengembangkan kemahiran pengajaran dalam talian tidak dapat dinafikan. Oleh itu Stickler et al (2020) menyatakan bagaimana fokus guru kepada bengkel mampu mengubah cara di mana guru bahasa menerapkan teknologi ke dalam pengajaran mereka dan membantu mereka untuk melaksanakan dengan jayanya kemahiran abad ke-21 ini. Model bengkel yang dipersembahkan merupakan tindak balas bagi menangani dengan isu yang digariskan oleh Organisation for Economic Co-operation and Development (OECD) dan juga institusi lain.…”