How Dialogic Is the Online Space? A Focus on English Speaking Skills

Autor/inn/en	Heron, Marion; Dippold, Doris; Husain, Alina
Titel	How Dialogic Is the Online Space? A Focus on English Speaking Skills
Quelle	In: TESL-EJ, 25 (2021) 3, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Speech Communication; Language Teachers; Teaching Methods; Online Courses; Teaching Experience; Higher Education; Teacher Attitudes; Dialogs (Language); Lesson Plans; Classroom Communication; Computer Mediated Communication; Videoconferencing + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Lesson planning; Unterrichtsplanung; Klassengespräch; Computerkonferenz
Abstract	In the spring of 2020, English language teachers around the world were forced to rapidly start teaching in a completely online space, often with relatively little experience of online teaching, and with few opportunities for preparation. Recognising the centrality of speaking for learning, this study investigated affordances of teaching speaking online, a relatively unexplored area. Fifty-two language teachers in higher education contexts internationally completed a survey. Drawing on a framework of dialogic teaching, the findings show that teaching speaking online offers some unexpected affordances relating to the dialogic teaching principle of supportive teaching. In addition, teachers reported being able to use the online space for purposeful planning of online lessons. However, the online space is less conducive to enabling reciprocal, deliberative, and cumulative classroom talk, key features of higher education discourses. We end the paper with practical recommendations for how to ensure that dialogic teaching dimensions are not lost in an online space. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01