Pre-Service EFL Teachers' Online Participation, Interaction, and Social Presence

Autor/inn/en	Satar, H. Muge; Akcan, Sumru
Titel	Pre-Service EFL Teachers' Online Participation, Interaction, and Social Presence
Quelle	In: Language Learning & Technology, 22 (2018) 1, S.157-183 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Preservice Teachers; Language Teachers; English (Second Language); Second Language Instruction; Interaction; Student Participation; Blended Learning; Educational Technology; Technology Uses in Education; Computer Mediated Communication; Social Networks; Network Analysis; Measurement Techniques; Content Analysis; Online Courses; Skill Development; Correlation; Qualitative Research; Case Studies; Foreign Countries; Documentation; Coding; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Social network; Soziales Netzwerk; Netzplantechnik; Messtechnik; Inhaltsanalyse; Online course; Online-Kurs; Kompetenzentwicklung; Qualifikationsentwicklung; Korrelation; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Dokumentation; Codierung; Programmierung; Statistische Analyse; Türkei
Abstract	Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners' participation in online learning. This article investigates participation, interaction patterns, and social presence (SP) levels of pre-service English as a foreign language (EFL) teachers in online communication within a longitudinal blended learning setting. A secondary aim of this article is to explore social network analysis (SNA) as an alternative method to measure SP. Data analysis included calculation of number of forum entries and words, qualitative analysis of interaction patterns, content analysis, and SNA. The results indicated that an online course on tutoring skills and SP improved pre-service EFL teachers' online participation skills. Increased interaction and a more cohesive network were observed as the course progressed. The findings are significant in that they suggest a relationship between content analysis for SP (especially the interactive dimension) and SNA measures (centrality, influence, and prestige), implicating SNA as an emerging research method for the investigation of SP. This article concludes with future research perspectives and suggestions for EFL teacher training (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01