Literaturnachweis - Detailanzeige
Autor/inn/en | Pineda, Jorge Eduardo; Cano, Luis Hernando Tamayo; Peralta, Marco Antonio |
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Titel | An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions from Teachers and Learners |
Quelle | In: International Journal of Computer-Assisted Language Learning and Teaching, 11 (2021) 1, S.38-58, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2155-7098 |
Schlagwörter | Active Learning; Inquiry; Communities of Practice; English (Second Language); Second Language Instruction; Second Language Learning; Synchronous Communication; Online Courses; Electronic Learning; Videoconferencing; Interaction; Sense of Community; Cooperative Learning; Learner Engagement; Teacher Attitudes; Student Attitudes; Public Colleges; Foreign Countries; Self Expression; Educational Environment; Colombia Aktives Lernen; Community; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Online course; Online-Kurs; Interaktion; Kooperatives Lernen; Lehrerverhalten; Schülerverhalten; Ausland; Ausdruck; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kolumbien |
Abstract | This paper presents a framework forteaching English in synchronous computer-mediated environments. This research shows the components of the framework, how it materializes in the teachers' pedagogical practices, and in the students' perceptions of lessons designed using the framework. The sources of data for this investigation are a questionnaire for students, in-depth interviews with teachers, and an analysis of the transcripts of synchronous sessions that were planned and executed using the framework. This investigation presents suitable guidelines to plan, carry out, and close lessons delivered synchronously. This study shows that when the framework is used, it helps teachers plan activities, and it supports the creation of a suitable environment for learning English online. This investigation also shows that when the framework is employed, it promotes a risk-free environment. It encourages collaboration, and it fosters the linking of ideas and the comprehension of fundamental concepts. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |