Investigating student agency and affordances during online virtual exchange projects in an ELF context from an ecological CALL perspective

Hsieh, Ming-Hung; Chuang, Hsueh‐Hua; Albanese, Dale

doi:10.1016/j.system.2022.102888

Cited by 3 publications

(2 citation statements)

References 40 publications

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“…Reflexivity and collaborative activities via social apps were found to increase enjoyment and satisfaction with language learning (Zhang et al., 2021). Encouraging student agency and interaction with peers and digital tools, a learner‐centered approach in online settings is recommended for boosting interaction (Hsieh et al., 2022).…”

Section: Discussionmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts.

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Section: Discussionmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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“…Much one-on-one time is required while instructing pupils online. This study is significant for the field of online education because it captures the experiences of foreign students enrolled in Chinese courses at Chinese universities during the 2009 COVID-19 outbreak ( Sampietro and Salmerón, 2021 ; Hsieh et al, 2022 ; Ross et al, 2022 ). Studies have not provided sufficient data on student-teacher interactions in online sessions because of the unique characteristics of the Chinese language and the complexity of online learning ( Renqiang and Wende, 2022 ).…”

Section: Literaturementioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

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Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

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Multimodal immersion in English language learning in higher education: A systematic review

Rahmanu,

Molnár

2024

Heliyon

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Investigating student agency and affordances during online virtual exchange projects in an ELF context from an ecological CALL perspective

Cited by 3 publications

References 40 publications

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

The implications of internet-based Chinese language courses on online classes

Multimodal immersion in English language learning in higher education: A systematic review

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