Research on Technology Use
After watching the recorded presentations, join these authors for a live panel discussion on December 3, 2020 at 6:00 pm – 6:30 pm (CST). Moderator: Kristin Terrill
|Investigating strategic online reading processes of pre-service English teachers in Korea
With the increased use of the Internet, online reading has become a major source of input for English as a foreign/second language (EFL/ESL) teachers as it provides them with authentic and motivating language for language teaching and learning. input as well as a fundamental skill for lifelong learning. Online texts are typically nonlinear, interactive, and inclusive of multiple media forms and are characterized by their richness and depth of the information they provide through nodes of information that are linked together. Each of these characteristics affords new opportunities while also presenting a range of challenges that requires new thought processes for meaning-making and constant decision-making regarding their reading order and the sources of information they need to use. Thus, it is critical to make EFL/ESL teachers consciously aware of online reading strategies.
Link to Hong Ma's second presentation
|Exploring English language learners' engagement in new online EFL courses during the Covid-19 pandemic
The Covid-19 pandemic has forced school courses around the world to be moved online. Educators have never been more eager to know how online classes can be delivered while maintaining high quality. One of the key indicators of effective teaching is a high-level of student engagement, which can be conceptualized as a multi-dimensional construct (for example., emotional, performance, skill, and participation engagement). To contribute to this on-going discussion about effective online teaching, the study reports on an analysis of the relationship between university students' engagement and pedagogical activities in online English classes at Zhejiang University, China, during the pandemic. An online survey was used to collect 286 students' responses to a modified 4-factor Online Student Engagement (OSE) Scale, along with their evaluation of the engagement levels of 12 pedagogical activities used in these classes, and technology use experiences. The analysis results indicate that students' engagement dimensions were associated with slightly different combinations of pedagogical activities. While activities like in-class videos, online discussions, video lectures, and group chat, were significant predictors of two or more of the four dimensions of engagement, some activities were more conducive to a higher level of a particular engagement dimension. engagement. For example, student's typed responses and online exercises were unique contributors to the emotional dimension of engagement. In addition, the frequency of technology use was significantly associated with the participation dimension of engagement. The findings will shed light on effective online teaching pedagogies and possible pitfalls by establishing the connection between students' engagement and teachers' instructional strategies.