Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices

Moorhouse, Benjamin Luke; Walsh, Steve; Li, Yanna; Wong, Lillian

doi:10.1002/tesq.3144

Cited by 17 publications

(9 citation statements)

References 32 publications

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“…Another two recommendations are related to strengthening the quality of consultant-writer interactions. First, while appreciating the strengths of VCS, consultants may need to be sensitised to some potential interactional issues with web-based tutoring and some skills for facilitating online interactions (Moorhouse et al, 2021(Moorhouse et al, , 2022Rehn et al, 2018), including but not limited to pacing and maximising writers' talk via, for instance, asking softball questions to check their understanding and presence in the consultations, especially when writers choose to turn off their web cameras. Related to this recommendation, a further suggestion, made by Consultant Carmen, is to create a list of 'Frequently Asked Questions' that outlines the common issues with synchronous virtual writing and ways used by other consultants to overcome these challenges.…”

Section: Discussionmentioning

confidence: 99%

“…Related to this recommendation, a further suggestion, made by Consultant Carmen, is to create a list of 'Frequently Asked Questions' that outlines the common issues with synchronous virtual writing and ways used by other consultants to overcome these challenges. Second, writers could be reminded of the 'netiquette' as well as the affordances and constraints of videoconferencing (Moorhouse et al, 2021(Moorhouse et al, , 2022, such as staying in a non-distracting environment with stable Internet connection (Andersson & Nakahashi, 2019), giving constant verbal and non-verbal feedback to their consultants, and participating respectfully in the consultations which are still a form of institutional talk between a member of the university writing centre and a student.…”

Section: Discussionmentioning

confidence: 99%

“…The need to support language teachers for ERT led to the conceptualisation of a model of e-classroom interactional competencies by colleagues (2021, 2022). This model proposes three strands of competency: technological competence (that is, the knowledge of web-based technologies and the ability to tackle technical glitches), online environment management competence (that is, the ability to organise the virtual classroom through, for instance, lessons and materials design), and online teacher interactional competence (that is, the ability to manage interactions in the virtual classroom through, for instance, extended wait-time) (Moorhouse et al, 2021(Moorhouse et al, , 2022.…”

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confidence: 99%

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Establishing an Online Writing Centre: Understanding Writing Consultants’ Perceptions and Experiences of Synchronous Virtual One-to-One Tutoring

Kwan¹

2023

SISAL

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Considering the insufficient studies of the maintenance of self-access learning support and the implementation of remote writing tutoring during the coronavirus pandemic, this article fills this gap by describing two undergraduate and two postgraduate writing centre consultants’ perceptions and experiences of synchronous virtual one-to-one tutoring via web conferencing. The four consultants’ views were elicited through individual semi-structured interviews, which were then transcribed verbatim and analysed using thematic content analysis. The interview findings revealed that the four consultants all considered synchronous virtual tutoring a viable alternative to face-to-face tutoring. While the undergraduate consultants highlighted the convenience and efficiency of web conferencing, the postgraduate consultants encountered personal challenges and issues with web conferencing. Three recommendations for consultant training and tutoring are proposed: using a collaborative writing tool, sensitising consultants to skills for facilitating online interactions, and reminding students of the ‘netiquette’ for web-based tutoring. In light of the continuing technological advancement and the increasing demand for distance education, the findings and recommendations will offer a point of reference to writing centre administrators and consultants for the implementation of synchronous virtual tutoring and the inclusion of web conferencing skills in consultant training.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Establishing an Online Writing Centre: Understanding Writing Consultants’ Perceptions and Experiences of Synchronous Virtual One-to-One Tutoring

Kwan¹

2023

SISAL

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“…A considerable amount of research has examined emergency remote teaching practices in English language teaching (ELT), including the use of VCS such as Zoom (see Moorhouse and Kohnke (2021) for an early systematic review of the literature). ELT research into the use of VCS in emergency remote teaching has shown how teachers had to develop technological competences, online environment management competences and online interactional competences to facilitate e-classroom interaction (Moorhouse et al, 2021; Moorhouse et al, 2022). Such research has documented a range of pedagogical and interactional strategies that teachers used in synchronous online language lessons.…”

Section: Language Learning During the Pandemicmentioning

confidence: 99%

Virtual Distance in Project Work: What We Have Learned From the Pandemic

Hafner

Xia

2023

RELC Journal

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The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.

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“…Apart from the mobility feature, a positive classroom climate featuring these technologies is marked by the possibility of incorporating multiple media (different sources of audio-visual and textual information), which facilitates more effective teacherlearner and learner-learner interactions (Traxler, 2009;Manegre and Sabiri, 2022;Moorhouse et al, 2022). The multimedia-laden L2 classroom climate has led to the development of an interactive course content and cooperative learning tasks to complete in several settings.…”

Section: Implications Of Positive Classroom Climate For Online L2 Cla...mentioning

confidence: 99%

Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom

Qiu

2022

Front. Psychol.

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The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners’ communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students’ wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners’ affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students’ social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era.

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Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices

Cited by 17 publications

References 32 publications

Establishing an Online Writing Centre: Understanding Writing Consultants’ Perceptions and Experiences of Synchronous Virtual One-to-One Tutoring

Establishing an Online Writing Centre: Understanding Writing Consultants’ Perceptions and Experiences of Synchronous Virtual One-to-One Tutoring

Virtual Distance in Project Work: What We Have Learned From the Pandemic

Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom

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