Article in profile issues in Teachers Professional Development · June 017 doi: 10. 15446/profile v19n1. 55957 citations 35 reads 846 authors: Some of the authors of this publication are also working on these related projects
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DevelopingtheOralSkillinOnlineEnglishCoursesFramedbytheCommunityofInquiry
Figure 1. Pedagogy and Technology for Online Language Learning
Pedagogy Transactional Distance Theory Constructivism Language Teaching Pedagogy Online Distance Education Community of Inquiry (Col) Oral skill Information and Communication Technologies Virtual Learning Environments Computer Assisted Language Learning 79 PROFILE Vol. 19, No. 1, January-June 2017. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 73-88 Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry 2. What is the connection between the social, cognitive, and teaching presence of the coi and the indicators of the oral skill? 3. How do learners’ oral skills develop at the end of the course? Method As previously mentioned, this study focuses on the learners’ perspectives about the development of their oral skill in online English courses through the lenses of the coi model. For that reason, this study has adopted a constructivist view in order to understand how reality is built and maintained (Silverman, 2013). As well, it has embraced an interpretive perspective that sustains that any attempt to understand “reality” must be based on the experiences of the people in that social reality (Gray, 2013). Thus, the researcher intends that the meanings of such experiences emerge from themselves and not from prejudices and preconceptions that may limit the participants’ views (Creswell, 2014). To analyze this phenomenon, an embedded mixed method design was used. According to Creswell (2014), this method rests on one or more forms of data within a larger design, in which the researcher can collect data during, before or after an intervention. The fieldwork was carried out in an online English (Level 2) course during a school period (February- July 2015), at a public university in the southeast of Mexico. Communicative tasks and other types of class activities such as grammar explanations, exercises for practice, and assignments were fully developed online at the university’s educational platform (Eminus), and supported by email and videoconference sessions, while exams were taken in situ. One of the researchers worked as a facilitator of the course, which allowed her to participate directly and to incorporate the coi elements, as considered appropriate; while the other one participated in the interviews and data analysis. enhancing the process of second-language teaching and learning, be it in curriculum design, delivery, testing, feedback, monitoring or evaluation, by means of the generation of improved computer-based platforms, courseware, learning environments and pedagogies. (p. 22) In the context of online education, language learning, by means of computer-mediated communication, is known as distance computer assisted language learning (dcall) (Lamy, 2013). Within this theoretical framework, our research aims to explore language learning in vle, specifically the development of the speaking skill in online courses, since as Tudini (2005) points out, it is essential that distance online language courses provide opportunities for oral interaction. Download 0.97 Mb. Do'stlaringiz bilan baham: |
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