An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions from Teachers and Learners

Autor/inn/en	Pineda, Jorge Eduardo; Cano, Luis Hernando Tamayo; Peralta, Marco Antonio
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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