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Communicative Language Teaching in E-Learning: How Confident are the Instructors?
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, Duquesne University, United States

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

Abstract

Even though more than 58 million people are currently taking a course online, instructors may not have the skills and self-efficacy required to effectively navigate these new educational spaces A review of literature signals gaps in instructor competence of instructional technology, instructional design, and organizational management Foreign and second language education may be one of the largest fields benefiting from the quickly growing E-learning industry, however it cannot be sustained with antiquated methods promoting teacher-centered learning Communicative Language Teaching (CLT), a teaching method revered for building fluency in language learners, requires student-centered learning platforms, course design, and tasks This paper explores factors related to teacher beliefs and proposes a quasi-experimental research study of in-service English as a Second Language (ESL) instructor’s perceived competency to facilitate CLT in online and blended learning environments

Citation

Vanorsdale, C. (2017). Communicative Language Teaching in E-Learning: How Confident are the Instructors?. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 489-493). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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