A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning

Autor/in	Alvi, Irum
Titel	A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning
Quelle	In: IAFOR Journal of Education, 10 (2022) 2, S.71-90 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Foreign Countries; Learning Experience; Communities of Practice; Correlation; Teaching Methods; Teacher Student Relationship; Technology Uses in Education; Technological Literacy; Student Attitudes; Learner Engagement; Undergraduate Students; Indians; Computer Mediated Communication; Distance Education; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lernerfahrung; Community; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Schülerverhalten; Inder; Computerkonferenz; Distance study; Distance learning; Fernunterricht
Abstract	The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of "presence" on learners' L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of "presence," descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that "presence" can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners' experience, analyzing the influence of "presence," and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01