Community of Inquiry for Students’ Autonomy in English Language Learning: A Case of Philippines High School

Rachman, Alqy Novia; Maghfiroh, Ana; Mustikawati, Diyah Atiek; Indriastuti, Niken Reti

doi:10.21093/ijeltal.v6i1.849

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…These insights point to the necessity of well-designed e-learning platforms. Extending this understanding, research by Hilliard et al (2019) and Akay (2021), along with Rachman et al (2021), demonstrates the CoI framework's effectiveness in diverse English learning contexts. Hilliard et al and Akay focused on online environments, while Rachman et al showed its utility in enhancing autonomy and intelligence through group activities in a Philippine high school.…”

Section: The Community Of Inquiry (Coi) Frameworkmentioning

confidence: 82%

The Community of Inquiry Framework in Online English Learning: Insights From Indonesian Cultural Contexts

Rasikawati,

Yuyun,

Wicks

2024

LLT Journal

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This research is grounded in the theoretical foundation of the Community of Inquiry (CoI) Framework, exploring its application within the context of Indonesian cultural values in English education. The objective of this case study is to examine how English instructors adapt their teaching strategies to the challenges of online learning. The research design employs a qualitative approach, centered on interviews with three instructors from an English department at a private university in Jakarta. The participants, representing a small but focused population, were selected through a reputational purposive sampling technique, based on nominations from students who identified them for their effectiveness and expertise in online English learning. Data collection involved in-depth interviews, providing insights into the instructors’ perspectives and experiences. The analysis involved a thematic examination of teaching, cognitive, and social presence in the CoI framework. Findings show a robust teaching presence and a significant cognitive presence. Notably, social presence, crucial to CoI, subtly aligns with Indonesian hierarchical culture. This study underlines the complex relationship between CoI and cultural factors in online education. It suggests incorporating pedagogies aligned with local cultural values to improve engagement and outcomes in Indonesian online English learning.

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Section: The Community Of Inquiry (Coi) Frameworkmentioning

confidence: 82%

The Community of Inquiry Framework in Online English Learning: Insights From Indonesian Cultural Contexts

Rasikawati,

Yuyun,

Wicks

2024

LLT Journal

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“…It is important that their students be involved in creating and innovating with the help of digital technology to achieve learning goals (Permono et al, 2019). The improvement of the teaching and learning process is enabled by instructors' ICT self-efficacy (Rachman et al, 2021). ICT self-efficacy should focus on reorganizing the educational process and rethinking how students learn rather than just on specific ICT skills (Kaminskienė et al, 2022).…”

Section: : I Am Ready and Happy To Adapt Technology 20: We Must Be Re...mentioning

confidence: 99%

Future-Ready Educators: Assessing Digital Competence and Teaching Preparedness Among Prospective Teachers in the 21st Century

Maghfiroh,

Styati,

Fachriza

et al. 2023

IJOLAE

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In the 21st century, it is critical for teachers to possess digital competence. This research aims at: (1) measuring prospective teachers’ digital competence levels and (2) exploring their perceptions about teaching readiness in the 21st century. The participants consisted of 6 male and 29 female prospective teachers. The DigCompEdu self-reflection tool was used in this study, with a focus on 6 competencies—teaching, guidance, collaborative learning, self-regulated learning, assessment strategies, and feedback and planning—in combination with a questionnaire on teaching readiness in the 21st century. Data from close-ended questions were analyzed statistically, while data from open-ended questions were analyzed and coded using the NVivo 12 Plus application. The results showed that 6% of the participants were at level A1, 28% were at level A2, 46% were at level B1, 14% were at level B2, and 6% were at level C1 of digital competence, but no one was at level C2. In terms of teaching readiness in the 21st century, only some participants expressed their readiness to integrate a variety of digital technologies in the classroom. This research provides an overview of educational study programs that might be useful for developing prospective teachers’ digital competence in the effort to prepare skillful teachers in the 21st century.

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“…For distant education, the community of inquiry or CoI framework [5]- [12] is used in many of ways [5]- [12]. These studies show that the framework's use in teaching English as foreign language (TEFL) has produced beneficial effects for teachers and students alike.…”

Section: Introductionmentioning

confidence: 99%

“…However, studies on the adoption of CoI in TEFL have thus far been confined to higher education institutions and rarely reported on in secondary schools. Research conducted in high schools indicated a strong association between the deployment of CoI and the increase of English language competency [12]. Using the CoI framework to teach four English language skills in secondary education is achievable because of this feature.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review

Suharno,

Suherdi,

Gunawan

2023

EduLearn

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Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.

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Community of Inquiry for Students’ Autonomy in English Language Learning: A Case of Philippines High School

Cited by 3 publications

References 9 publications

The Community of Inquiry Framework in Online English Learning: Insights From Indonesian Cultural Contexts

The Community of Inquiry Framework in Online English Learning: Insights From Indonesian Cultural Contexts

Future-Ready Educators: Assessing Digital Competence and Teaching Preparedness Among Prospective Teachers in the 21st Century

Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review

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