Coconstructing a Meaningful Online Environment: Faculty-Student Rapport in the English as a Foreign Language College Classroom

Autor/in	Almusharraf, Norah
Titel	Coconstructing a Meaningful Online Environment: Faculty-Student Rapport in the English as a Foreign Language College Classroom
Quelle	In: Educational Measurement: Issues and Practice, 41 (2022) 2, S.70-81 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almusharraf, Norah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12471
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Learner Engagement; Learning Processes; Constructivism (Learning); Student Attitudes; Teacher Student Relationship; Online Courses; Self Determination; Computer Mediated Communication; Safety; Technological Literacy; Access to Education; College Faculty; Language Teachers; College Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Online course; Online-Kurs; Selbstbestimmung; Computerkonferenz; Sicherheit; Technisches Wissen; Education; Access; Bildung; Zugang; Bildungszugang; Fakultät; Language teacher; Sprachunterricht; Collegestudent
Abstract	Rapport-building is perceived to enhance engagement, level of gratification, and collaboration, resulting in better student engagement in the learning process. The current study measures the extent to which postsecondary instructors promote a meaningful online environment through faculty-student rapport (FSR) in undergraduate English as a foreign language (EFL) classrooms. This study is grounded on social constructivism and self-determination theoretical frameworks, suggesting that building meaningful environments aids students' investment and engagement in learning. The study utilizes a questionnaire and classroom observations to explore the relationship between FSR and students' level of engagement. The results revealed a significant difference between the rapport-building and nonrapport-building groups at a personal and academic level. The findings shed light on student attitudes about various instructional practices and techniques that play a critical role in building a safe, proactive, dynamic, and engaging online environment. Further research is required to reduce the issues related to physical distancing, emotional expressions, and technological competence. Technical competency is the primary prerequisite of any specialized activity; consequently, instructors need to assess learners' knowledge and accessibility within the learning community. Reflective practice is recommended for faculty members who are thus encouraged to continuously reflect on their teaching practice, redirect and modify their performance to meet their learners' specific needs, and design and maintain a healthy and encouraging relationship with individual students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01