You are here:

Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching
PROCEEDING

, VUB (Vrije Universiteit Brussel), Belgium ; , , VUB, Belgium

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

To date, teacher perceptions of online language teaching have attracted very little attention However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience Furthermore, teacher perceptions can contribute to the design of teacher training programs This study provides teacher perceptions regarding i) effective communication tools for teaching online second language classes; ii) required teacher & instructional designer skills and iii) challenges of online teaching Results include that student engagement and the facilitation of collaboration among students is perceived difficult, unlike the availability of user-friendly tools; that professional development is perceived necessary to acquire the indispensable technical and pedagogical skills; and that online teachers need to make a shift towards an individualized, learner-centred teaching model

Citation

De Paepe, L., Zhu, C. & Depryck, K. (2017). Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 557-564). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 6, 2023 from .

© 2017 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Abras, C.N. & Sunshine, P.M. (2008). Implementing distance learning: Theories, tools, continuing teacher education, and the changing distance-learning environment. In S. Goertler & P. Winke, CALICO Monograph Series, Volume 7. Opening doors through distance language education: Principles, perspectives, and practices, 175–201. San Marcos, TX: CALICO.
  2. Blake, R.J. (2013). Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press.
  3. Blattner, G. And Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning 6 (1).
  4. Borg, S. (2006). Teacher cognition and language education: research and practice. London: Continuum.
  5. Carr, M. (2014). The online University classroom: one perspective for effective student engagement and teaching in an online environment. The Journal of Effective Teaching 14 (1), 99–110.
  6. Chu, R.J-C. And Tsai, C.-C. (2009). Self-directed learning readiness, Internet self-efficacy and preferences towards constructivist Internet-based learning environments among higher-aged adults. Journal of Computer Assisted Learning 25 (5), 489–501.
  7. Compton, L. (2009). Preparing language teachers to teach language online: a look at skills, roles and responsibilities. Computer Assisted Language Learning 22 (1), 73–99.
  8. Crockett, M.D. (2002). Inquiry as professional development: creating dilemmas through teachers’ work. Teaching and Teacher Education 18 (5), 609–624.
  9. Drexler, W., Baralt, A. & Dawson, K. (2008). The teach web 2.0 consortium: a tool to promote educational social networking and web 2.0 use among educators. Educational Media International 45 (4), 271–283.
  10. Enkin, E. And Mejías-Bikandi, E. (2015). The effectiveness of online teaching in an advanced Spanish language course. International Journal of Applied Linguistics.
  11. Ernest, P., Heiser, S. & Murphy, L. (2013). Developing teacher skills to support collaborative online language learning. Language Learning Journal 41 (1), 37–54.
  12. Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E. & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers and Education 59, 423–435.
  13. Hampel, R. And Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18 (4), 311–326.
  14. Hofman, R. And Dijkstra, B. (2010). Effective teacher professionalization in networks? Teaching and Teacher education 26 (4), 1031–1040.
  15. Hubbard, P. And Levy, M. (2006). The scope of CALL education. In Teacher education in CALL, edited by Hubbard, P. And Levy, M. Philadelphia: John Benjamin.
  16. Lin, C.-H. And Warschauer, M. (2011). Integrative versus instrumental orientation among online language learners. Linguagens e Diálogos 2 (1), 58–86.
  17. Mazer, J.P., Murphy, R.E. And Simmonds, C.J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education 56 (1), 1–17.
  18. Mbati, L. & Minnaar, A. (2015). Guidelines towards the facilitation of interactive online learning programmes in Higher Education. International Review of Research in Open and Distributed Learning, 6 (2), 272–287.
  19. Moore, K. And Iida, S. (2010). Students’ perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools. Australasian Journal of Educational Technology, 26, 966–979.
  20. Murphy, L., Shelley, M. & Baumann, U. (2010). Qualities of effective tutors in distance language teaching: Students perceptions. Innovation in Language Learning and Teaching 4 (2), 119–136.
  21. Pajares, F. (1992). Teachers’ beliefs and educational research: Clearing up a messy construct. Review of Educational Research 62 (2), 307–332.
  22. Richardson, J.C., Besser, E., Koehler, A., Lim, J. & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distributed Learning, 17 (4), 82–104.
  23. Robb, T.N. (2006). Helping teachers to help themselves. In Teacher education in CALL, edited by Hubbard, P. And Levy, M. Language Learning& Language Teaching Series 14. Philadelphia: John Benjamin.
  24. Rubio, F. And Thoms, J.J. (2012). Hybrid language teaching and learning: looking forward. In F. Rubio and J.J. Thoms (eds.), Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues. Boston, MA: Heinle Cengage Learning. 1-9
  25. Selber, S.A. (2004). Multiliteracies for a digital age. Carbondale, IL: Southern Illinois University Press.
  26. Song, S.Y. (2014). Teachers’ beliefs about language learning and teaching. In The Routledge Handbook of Educational Linguistics. Ed. Martha Bigelow and Johanna Ennser-Kananen (Abingdon: Routledge, 04 Sep 2014), Routledge Handbooks Online.
  27. Sun, S.Y.H. (2011). Online language teaching: The pedagogical challenges. Knowledge Management and E-Learning: An International Journal 3 (3), 427–447.
  28. Sun, S.Y.H. (2014). Learner perspectives on fully online language learning. Distance Education 35 (1), 18–42.
  29. Sun, P.-C., Tsai, R.J., Finger, G., Chen, Y.-Y., Yeh, D. (2008). What drives successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers& Education 50, 1183–1202.
  30. White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
  31. Zwart, R., Wubbels, T., Bergen, T. And Bolhuis, S. (2009). Which characteristics of a reciprocal peer coaching context affect teacher learning as perceived by teachers and their students? Journal of Teacher Education 60 (3), 243–257.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Slides