Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools

Taghizadeh, Mahboubeh; Ejtehadi, Atena

doi:10.1080/09588221.2021.2011322

Cited by 17 publications

(7 citation statements)

References 96 publications

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“…Many studies have investigated the obstacles teachers faced in organising interactions, for example their low technological literacy ( Gillett-Swan, 2017 ; Harsch et al, 2021 ; Taghizadeh & Ejtehadi, 2021 ; Taghizadeh & Hasani Yourdshahi, 2020 ). Teachers’ digital literacy was found to be one of the key factors in organising interaction online ( König et al, 2020 ; Rasheed et al, 2020 ), alongside teacher confidence and their readiness to teach online, which contributed to their success in organising online-teaching activities ( Downing & Dyment, 2013 ; Gao & Zhang, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There were also many other difficulties that online teachers faced while trying to have more interaction with students, for example time management ( Comas-Quinn, 2011 ; Huang, 2019 ; Zheng et al, 2016 ), lack of resources, e.g., digital textbooks and materials ( Zheng et al, 2016 ), and inadequate facilities like computers, phones, or internet access ( Subekti, 2021 ; Taghizadeh & Ejtehadi, 2021 ). A lack of institutional policies supporting online learning was also found to discourage teachers from engaging in online forums ( Comas-Quinn, 2011 ; Zheng et al, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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The interaction patterns of pandemic-initiated online teaching: How teachers adapted

Nguyen

Tran

et al. 2022

System

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This study investigated how teachers adjusted their teaching practices for online teaching during the COVID-19 pandemic in Vietnam. In the study, we collected data from ten teachers within the Department of English at a university in Vietnam through semi-structured interviews via Zoom. During the interviews, the participants shared how they organised their teaching activities and addressed challenges in engaging students. To analyse the data, we focused on the variety of interaction patterns (teacher-student, student-student and student-content) in online teaching. The results showed that most of the teachers deployed activities for two main types of interaction: teacher-student, and student-content, but not for student-student interaction. Teachers also reported that they received limited online teacher training and had to learn by themselves how to engage students remotely. While the university tried to support teachers, no consistent online teaching guidelines were provided. The study suggests that higher education institutions should offer training opportunities and provide teachers with clear guidelines for online teaching.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The interaction patterns of pandemic-initiated online teaching: How teachers adapted

Nguyen

Tran

et al. 2022

System

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“…Enhancement, useful [84] Overall English skills English learners Second Life, 3D virtual worlds Relatively effective, more engagement [85] Undergraduates in The Czech Republic My EnglishLab Better results [86] Graduate students in China Virtual English Classroom, VECAR Improvement, promotion [87] College students and teacher educators in Iran 37 online interaction tools Effectiveness [88] Elementary students in Korea…”

Section: Online Resources For Conference Interpreter Training (Orcit)mentioning

confidence: 99%

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Zhou

Zhang

2022

Sustainability

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The ubiquitous impacts resulting from the COVID-19 pandemic have profoundly changed the education sector and marked research interest in online or blended learning can be witnessed. As a pervasive learning activity of paramount significance, online language learning has aroused widespread attention. Nonetheless, few systematic reviews concerning the effectiveness of online language learning have been published. With the help of CiteSpace, this study systematically investigated 103 included articles from the SSCI of empirical studies from 44 journals for the purpose of filling the research gap in this field, providing a better understanding of the research trends, exploring effective ways to implement online language courses, and testifying to the ability of CiteSpace to track research hotspots. The findings show that effectiveness studies on online language learning principally focus on assisted tools (42.72%), instructional approaches (36.89%), and specific courses (20.39%). Lack of adequate cooperation among research institutions and the dominant position of online English learning (82.52%) can be witnessed. Despite the small sample size of 103 included articles, the validation of CiteSpace in terms of tracking the research trends or hotspots is confirmed. However, the proportion of each research focus is not compatible with the results of a comprehensive full-text analysis. This literature review also probes into various methods to measure effectiveness more scientifically and effective ways to implement online language courses. Theoretical as well as practical implications and future research directions are clarified.

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“…In a study by Chang et al (2018), educators expressed their preference for Quizlet, ClassMarker, and Educaplay due to their usability in assessing learners' knowledge and in supporting instructors in providing appropriate feedback. Recent findings by Taghizadeh & Ejtehadi (2021) revealed that the use of technology and the application of available tools and resources were the main challenges educators faced when teaching online.…”

Section: Online Toolsmentioning

confidence: 99%

Teaching ESP online during the pandemic – a teachers’ perspective

Kic-Drgas

Mureșan²

2022

linpo

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Due to the COVID-19 pandemic, teachers and educators have been forced to introduce digital solutions within a very short time, which influenced the educational perspective significantly, and required adapting to the new conditions, not only in what concerns teaching methods but also in terms of teaching content. Contrary to the commonly held opinion that teaching at tertiary level has not changed considerably, since it concerns adults who are already autonomous, the new teaching challenges have had an impact on tertiary education as well. Moreover, university teachers needed to face this new reality without prior preparation. The aim of this paper is to present the current pandemic-driven situation from the perspective of ESP teachers from various European countries by revealing not only some of the challenges posed by the pandemic, but also certain good practices which may become a guide for other ESP teachers. The methodology applied to inquiring this research question was a qualitative-quantitative online survey distributed among ESP teachers in European countries. The results show that online teaching during the pandemic was challenging for most respondents, at the same time offering them the opportunity to develop professionally by improving their technical skills and learning how to use online platforms, apps and tools.

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Investigating pre-service EFL teachers’ and teacher educators’ experience and attitudes towards online interaction tools

Cited by 17 publications

References 96 publications

The interaction patterns of pandemic-initiated online teaching: How teachers adapted

The interaction patterns of pandemic-initiated online teaching: How teachers adapted

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Teaching ESP online during the pandemic – a teachers’ perspective

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