Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions

One aspect of online classes that has recently experienced a paradigm shift is fully online language environments (FOLEs) – that is, learning settings where 100% of the content of the class is being delivered online. The SARS-CoV-2 (COVID-19) outbreak in 2020 called for the use of fully online teach...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Marco Cancino, Daniel Avila
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	call online language learning learners’ perceptions engagement community of inquiry Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.12101 https://doaj.org/article/a343cedfc86f4bfc91a93af87dc08556
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a343cedfc86f4bfc91a93af87dc08556
record_format	dspace
spelling	oai:doaj.org-article:a343cedfc86f4bfc91a93af87dc085562021-11-13T09:53:34ZSwitching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptionshttps://doi.org/10.17323/jle.2021.121012411-7390https://doaj.org/article/a343cedfc86f4bfc91a93af87dc085562021-09-01T00:00:00Zhttps://jle.hse.ru/article/view/12101/13144https://doaj.org/toc/2411-7390One aspect of online classes that has recently experienced a paradigm shift is fully online language environments (FOLEs) – that is, learning settings where 100% of the content of the class is being delivered online. The SARS-CoV-2 (COVID-19) outbreak in 2020 called for the use of fully online teaching in schools and universities in many countries due to confinement measures. Accordingly, schools have made extraordinary efforts towards implementing home-based schooling and delivered online courses to their students during the pandemic. In many universities, online platforms such as Blackboard Collaborate are being used to fulfil the need to keep up with the requirements of academic programmes. However, research findings addressing specific FOLE platforms are scarce, with even fewer studies focusing on learners’ engagement perceptions in those settings. Therefore, the purpose of this mixed-methods exploratory study was to delve into aspects involved in engagement, such as participation, group work, instructional materials, and learning strategies, regarded as key factors influencing the success of FOLEs. Thus, a FOLE questionnaire was administered to 54 EFL university learners, which was followed by semi-structured interviews conducted with seven participants. Our analysis drew from FOLE engagement research (Sun, 2014) and the community of inquiry (CoI) framework (Garrison & Arbaugh, 2007; Garrison et al., 2000). The main findings revealed that the poor interactions with peers and the lack of peer rapport negatively influenced the social presence of students (Garrison & Arbaugh, 2007), that the instructor can use teaching presence to increase student awareness of the relevance of the online environment and overcome adaptation issues (Kebritchi et al., 2017), and that teaching presence can help increase cognitive presence and facilitate effective interactions with the content. Implications for pedagogy were put forward as part of a FOLE approach.Marco CancinoDaniel AvilaNational Research University Higher School of Economicsarticlecallonline language learninglearners’ perceptionsengagementcommunity of inquiryEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 3, Pp 23-42 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	call online language learning learners’ perceptions engagement community of inquiry Education L Philology. Linguistics P1-1091
spellingShingle	call online language learning learners’ perceptions engagement community of inquiry Education L Philology. Linguistics P1-1091 Marco Cancino Daniel Avila Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
description	One aspect of online classes that has recently experienced a paradigm shift is fully online language environments (FOLEs) – that is, learning settings where 100% of the content of the class is being delivered online. The SARS-CoV-2 (COVID-19) outbreak in 2020 called for the use of fully online teaching in schools and universities in many countries due to confinement measures. Accordingly, schools have made extraordinary efforts towards implementing home-based schooling and delivered online courses to their students during the pandemic. In many universities, online platforms such as Blackboard Collaborate are being used to fulfil the need to keep up with the requirements of academic programmes. However, research findings addressing specific FOLE platforms are scarce, with even fewer studies focusing on learners’ engagement perceptions in those settings. Therefore, the purpose of this mixed-methods exploratory study was to delve into aspects involved in engagement, such as participation, group work, instructional materials, and learning strategies, regarded as key factors influencing the success of FOLEs. Thus, a FOLE questionnaire was administered to 54 EFL university learners, which was followed by semi-structured interviews conducted with seven participants. Our analysis drew from FOLE engagement research (Sun, 2014) and the community of inquiry (CoI) framework (Garrison & Arbaugh, 2007; Garrison et al., 2000). The main findings revealed that the poor interactions with peers and the lack of peer rapport negatively influenced the social presence of students (Garrison & Arbaugh, 2007), that the instructor can use teaching presence to increase student awareness of the relevance of the online environment and overcome adaptation issues (Kebritchi et al., 2017), and that teaching presence can help increase cognitive presence and facilitate effective interactions with the content. Implications for pedagogy were put forward as part of a FOLE approach.
format	article
author	Marco Cancino Daniel Avila
author_facet	Marco Cancino Daniel Avila
author_sort	Marco Cancino
title	Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
title_short	Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
title_full	Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
title_fullStr	Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
title_full_unstemmed	Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions
title_sort	switching to fully online efl learning environments: an exploratory study on learners’ perceptions
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.12101 https://doaj.org/article/a343cedfc86f4bfc91a93af87dc08556
work_keys_str_mv	AT marcocancino switchingtofullyonlineefllearningenvironmentsanexploratorystudyonlearnersperceptions AT danielavila switchingtofullyonlineefllearningenvironmentsanexploratorystudyonlearnersperceptions
_version_	1718430272353992704

Switching to Fully Online EFL Learning Environments: An exploratory study on learners’ perceptions

Ejemplares similares