ESL Teachers’ Professional Development on Facebook During the Covid-19 Pandemic

Al-Jarf, Reima

doi:10.24018/ejedu.2021.2.6.220

Cited by 10 publications

(6 citation statements)

References 22 publications

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“…Whereas during the post-lockdown period (the new normal), it related more toward supporting their TPD (seeking pedagogical advice) and creating their educational content and materials. Another example of using social networks during pandemic times and beyond (new normal) is the proliferation of Facebook pages of groups of teachers that create a common space online to serve TPD's immediate needs and create support during the needed reorganization of teaching and learning activities [2,25,26].…”

Section: Teacher Professional Development Through Peer Learning and P...mentioning

confidence: 99%

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

et al. 2023

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On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD.

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Section: Teacher Professional Development Through Peer Learning and P...mentioning

confidence: 99%

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

et al. 2023

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“…Ying et al (2021) stated that some intervention used for teaching English during Covid-19 such as use of online tools such as video conferencing and social media platforms like WhatsApp and Facebook among others. Educators also took the advantage of Facebook platforms to engage their learners and coordinate class presentations and feedback obtained from the learners on work from each other on Facebook (Al-Jarf, 2021;Bayuong et al, 2019) Furthermore, Van Den Beemt et al (2020) found that there is increased use of social media among the learners that the educators have begun exploring the possible methods of introducing the use of social media in classrooms as well. Sivagnanam and Yunus (2020) added that social media can be used in the vocabulary enhancement as well as to engage the learners when educators instruct them to create English contents for their peers on platforms such as Facebook, Blogger and Twitter among others.…”

Section: Social Media In Esl Teaching and Learningmentioning

confidence: 99%

Systematic Review: Effectiveness of Social Media in Improving Speaking Skills of ESL Learners

Manogaran¹,

Sulaiman²

2022

IJARPED

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The Ministry of Education (MOE) has traditionally placed a strong emphasis on both the teaching and learning of English as a second language by its learners. It is crucial for the Malaysians as a second language users of English to improve their language skills especially speaking skills as it enables language users to be very much involved in verbal communication for the motive of providing and exchanging information as well as establishing long term bonding. Acquiring better speaking knowledge presents a severe challenge for ESL learners who struggle with their speaking, therefore, educators moved beyond traditional teaching approaches to modern ones that involve various tools such as social media which is a new technique for improving their learners' speaking skills. This systematic review focuses on the effectiveness of social media in improving speaking skills of ESL learners. This paper provides a systematic review of relevant published studies on the effectiveness of social media in improving the speaking skill of ESL learners from the year 2017 to 2021. This systematic review tries to answer a research question, i.e., what are the benefits of using social media in enhancing the speaking skills of ESL learners? For this research, fifteen studies were chosen to be reviewed in detail. The findings show that social media is an excellent resource that can be utilized by the educators during teaching and learning of ESL classroom since it improves their speaking skill as well as boosts ESL learners' motivation level and gives suggestions and information on content on how educators can integrate social media into their own teaching methods. As a suggestion for further study in the future, more attention could be paid to investigating the usefulness of social media in teaching and learning of English Language skills including listening, reading and writing.

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“…Considering that not much actual research has been undertaken so far (cf. Al-Jarf, 2021 ), this study therefore aims to investigate how some language teachers are making use of online teacher communities on Facebook for professional purposes amidst the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, based on the literature, it does not seem too much of a leap to assume that online communities may be particularly useful during crisis situations such as the pandemic when in-person interactions are difficult. Since the outbreak of COVID-19, there seems to be some evidence that teachers turned to these online communities (e.g., Al-Jarf, 2021 ; Carpenter et al, 2021 ; Trust et al, 2020 ). Considering that the pandemic has been one of the first serious global pandemics since the existence of online communities on SNSs, there is still a shortage of studies investigating how they can be used by language teachers in times of a pandemic for professional purposes.…”

Section: Introductionmentioning

confidence: 99%

Examining a technology-focused language teacher community on Facebook during a crisis situation

Ito

2023

Asian. J. Second. Foreign. Lang. Educ.

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Due to the chaos and confusion caused by the sudden transition from face-to-face teaching to online and remote teaching in early 2020, numerous language teachers had no choice but to rely on online communities on social networking sites. The current study therefore examined how some language teachers were utilising online communities on Facebook during the COVID-19 pandemic. Employing a mixed-methods approach, data were mainly collected through: (1) an eight-month observation of a technology-focused language teacher community on Facebook to identify different types of posts generated by its members before and during the COVID-19 pandemic (n = 340); (2) a questionnaire to understand the community members’ backgrounds and experiences of being in the community (n = 51); (3) semi-structured interviews with some of the questionnaire participants (n = 13); and (4) a post-interview questionnaire (n = 12) to get a better understanding of their responses. A content analysis of online posts and community members’ responses suggest that language teacher communities on Facebook were supporting teachers during the stressful periods of the pandemic professionally and emotionally. The main findings are discussed in terms of the benefits and drawbacks of using online language teacher communities for professional purposes. The overall goal of the study is to offer much-needed answers on how pre-existing communities can be used to assist language teachers in times of a crisis.

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ESL Teachers’ Professional Development on Facebook During the Covid-19 Pandemic

Cited by 10 publications

References 22 publications

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

Systematic Review: Effectiveness of Social Media in Improving Speaking Skills of ESL Learners

Examining a technology-focused language teacher community on Facebook during a crisis situation

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