Teaching language online: a guide for designing, developing, and delivering online, blended, and flipped language courses

Zhang, Qian; Lei, Jun

doi:10.1080/02188791.2021.2000564

Cited by 2 publications

(2 citation statements)

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“…En este apartado es importante señalar que la creación de estos entornos de aprendizaje virtuales no es una tarea improvisada, sino que requiere de una metodología sistemática que garantice la mejora en el rendimiento de los estudiantes (Almomen, et al, 2016). Uno de los modelos de diseño instruccional más empleados es el ADDIE que responde a un proceso sistemático de análisis, diseño, desarrollo, implementación y evaluación y que tiene como objetivo hacer que la experiencia de aprendizaje sea más significativa y se enriquezca el proceso de aprendizaje del estudiante (Baharuddin, 2018;Zhang & Lei, 2021).…”

Section: Diseño Instruccional Y Objetos Virtuales De Aprendizaje (Ova)unclassified

Infraestructura necesaria para facilitar una educación superior online de calidad

Segovia-García¹

2023

revHUMAN

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La educación superior virtual está creciendo significativamente y se caracteriza por la necesidad de articular eficazmente la tecnología y el proceso académico e instructivo. Este estudio ha tratado de analizar los requisitos para que las instituciones ofrezcan un servicio de calidad cercano a las necesidades de los estudiantes. Para ello, se aplicó una encuesta a una muestra aleatoria de 350 estudiantes. Los resultados confirmarían la fuerte asociación entre los factores relacionados con la infraestructura tecnológica, el servicio académico y el apoyo institucional. Estos resultados pueden ser una referencia para tener en cuenta por las IES cuando planifican sus programas virtuales.

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Section: Diseño Instruccional Y Objetos Virtuales De Aprendizaje (Ova)unclassified

Infraestructura necesaria para facilitar una educación superior online de calidad

Segovia-García¹

2023

revHUMAN

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“…Additionally, the active use of self-monitoring elicited by the TOEFL iBT integrated speaking tasks suggests that L2 teachers can borrow directly from the test format or tests of the same sort in preparing tasks for their pedagogical purpose of teaching their students how to use the SRL skill for L2 speaking, particularly computer-delivered L2 speaking and or testing in their daily classroom instructions. Such task preparation practice is assumed to enable L2 teachers to competently cope with the COVID-19 times, one of the biggest challenges in education at the moment, which has imposed increasing demand on online learning and testing (Zhang, 2021). On L2 learners' side, the authenticity of integrated speaking tasks in duplicating the real-world settings (Thomas, 2019) will help to familiarize them with the authentic language use tasks they may deal with for SRL learning beyond classroom settings.…”

Section: Contributions and Limitationsmentioning

confidence: 99%

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

Zhang

Wilson

2023

Front. Psychol.

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Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing.

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Teaching language online: a guide for designing, developing, and delivering online, blended, and flipped language courses

Cited by 2 publications

References 4 publications

Infraestructura necesaria para facilitar una educación superior online de calidad

Infraestructura necesaria para facilitar una educación superior online de calidad

From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?

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