Exploring The Impact of Integrating a MOOC-VE Blend Within English Language Pre-Service Teacher Education

Abstract

The aim of this paper is to report on the impact of the BMELTET project ‘Blending MOOCs into English Language Teaching Education with Telecollaboration' in EFL pre-service teacher education in Florida Universitària in València (Spain) with their counterparts from the UK and China. The present study will offer the views of FU students' perceptions on the development of their TEFL specific competences. Data were collected through surveys, a focus group, and personal interviews on how their experience in BMELTET influenced their in-class professional practice. Results suggest that participants appreciated the chance of being part of a Virtual Exchange and considered that they had developed subject specific competences, particularly planning CLIL projects, teaching English for primary education and practicing their language skills. In addition, some of them transferred that knowledge to their eTwinning and Erasmus projects when in-service and highlighted the improvements in their intercultural communicative competence and their ability to teach it.

Analysis of the Research Progress of Teachers’ Digital Competence in China based on Bibliometrics

“…The significance of digital pedagogy and its effect on student learning outcomes have been underlined by research (Shen et al, 2015). Research has looked at how well different digital tools and instructional techniques can improve the quality of instruction and help students develop 21st-century abilities (Cerveró-Carrascosa, 2022). The amount of research on professional development's contribution to teacher digitalization is increasing.…”

Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators

“…There is also considerable evidence of experiences with the foreign language as a medium of instruction in MOOCs. Most of the studies showcase teachers' continuing professional development courses (Cerveró-Carrascosa, 2022;King, Luan & Lopes, 2018;Rutkauskiene, Volodzkaite, Hansen, Murray & Kubiliunas, 2020;Zubkov, 2019), so the focus is on pedagogical issues rather than linguistic ones. However, some authors understand that MOOCs for foreign language teachers do improve foreign language skills by the learning of the profession's own metalanguage (Ardavani, 2020;Mangenot & Phoungsub, 2018;Orsini-Jones, Zou, Hu & Wei, 2017;Viswanathan, 2012).…”

Virtual Exchange as a Transformational Third Space for English Language Teacher Education

“…VE is becoming recognized as a valid approach for language teacher education (e.g., Dooly & O'Dowd, 2018;Dooly & Sadler, 2019;Baroni, et al, 2019;O'Dowd & Dooly, 2020;Hauck, et al, 2020;Cerveró-Carrascosa, 2022;Fuchs et al, 2022;Wu, 2022;Bilki, et al, 2023). O'Dowd, et al, define VE as a "term used to refer to the sustained engagement of groups of learners in online intercultural interaction and collaboration projects with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes" (2020, pp.146-147).…”