Establishing professional online communities for world language educators

Abstract

Professional isolation, a familiar issue in world language education, has been exacerbated by the COVID‐19 pandemic. This article addresses this issue by providing world language educators with practical guidance related to establishing high‐functioning professional networks online. Empirical findings related to computer‐mediated communication (CMC) in language learning and teacher training contexts support the articulation of four critical considerations for successful online professional communities: that participants (a) possess requisite technical knowledge to navigate the platforms being utilized; (b) develop requisite reflective and evaluative competencies; (c) exhibit ongoing, sustained engagement; and (d) engage collaboratively with other participants. In concert, successful treatment of these considerations not only provides practitioners with a temporary solution to engage in physically distant collaboration, but also may help establish a more robust, sustainable professional development infrastructure for world language teachers in the future.

The University Student Voices on Online Language Classes during Covid-19 Pandemic in Indonesia

“…At times like this, lecturers were required to be more flexible but firm in meeting student attendance, to ensure all students got the same material. Knight (2020) outlines 4 keys to successful distance learning, namely that participant 1) have the technical ability to operate the platform that was used specifically for lectures; 2) develop basic competencies for evaluation; 3) shows ongoing and ongoing interactions, and 4) participates in collaboration with other participants. The existence of the WhatsApp group had directly confirmed the point, and as evidenced in online classes, the main aspect was the occurrence of balanced communication between lecturers and students, as well as commented from one student on other students' answers.…”

Bibliometrics Analysis of English Teaching Method in Covid-19 Pandemic

“…The following are the table and chart of the country that publish English Teaching Method in Covid-19 Pandemic: The eight journals above are the journal which publish more than two articles in this study where all of them are published by IGI Global as the publisher. Teaching, Teaching English (Altam, 2020;Hamzah Fansury et al, 2020;Inpeng & Nomnian, 2020;Khatoony & Nezhadmehr, 2020;Marshall & Kostka, 2020;Nugroho & Mutiaraningrum, 2020;Obdalova, 2020;Rakıcıoğlu-Söylemez et al, 2019) Cluster 2 (7 Items) Green Covid, Google Classroom, Online, Online Learning, Pandemic, Perception, School (Agung & Surtikanti, 2020;Allo, 2020;Altam, 2020;Amin & Sundari, 2020;Atmojo & Nugroho, 2020;Bagus & Mantra, 2020;Fuentes Hernández et al, 2020;Hamzah Fansury et al, 2020;Inpeng & Nomnian, 2020;Jones, 2020;Karataş & Tuncer, Cluster Keywords Articles 2020; Khatoony & Nezhadmehr, 2020;Knight, 2020;Kohnke & Moorhouse, 2020;Marshall & Kostka, 2020;Okmawati, 2020;Shahzad et al, 2020;Younesi, 2020;Zhu et al, 2020) (Amin & Sundari, 2020;Amponsah & van Wyk, 2020;Okmawati, 2020) Cluster 3 (7 Items) Blue Education, Higher Education, Implementation, Online Teaching, Strategy, teacher, technology (Agung & Surtikanti, 2020;Amin & Sundari, 2020;Atmojo & Nugroho, 2020;Fuentes Hernández et al, 2020;…”

Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers

“…It is true that more research and teacher training administering the issue of offline to online learning transition under the event of health emergencies should be conducted soon (Moorhouse, 2020) as collaborative works among professional communities and practitioner leaders could bear valuable solutions (Knight, 2020). During this pandemic, the training can be held through video conferences, webinars and demo videos in order to maintain the physical distancing.…”