Teachers' Reflection of Students' Engagement in Online Language Learning: Multi-Case Study

Autor/in	Al Shlowiy, Ahmed
Titel	Teachers' Reflection of Students' Engagement in Online Language Learning: Multi-Case Study
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.285-295 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Al Shlowiy, Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reflection; Learner Engagement; Electronic Learning; Second Language Learning; Teaching Experience; Foreign Countries; Middle School Teachers; Barriers; Responsibility; Educational Environment; Teacher Attitudes; English (Second Language); Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Verantwortungsübernahme; Zuständigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Saudi-Arabien
Abstract	Learning engagement is one of the most important issues facing online learning, which has many distractions beyond the teacher's control and management. This study examined teachers' observations of their students' engagement in online learning and their efforts to engage them. Teachers can evaluate different factors and conditions that affect students' perceptions, engagement, motivation, and achievement. Language learning is influenced by several factors, such as teachers' rapport and interaction with their students, students' interaction and collaboration, and their engagement with social activities in learning situations. This qualitative multi-case study collected data from five language teachers by semi-structured interviews, teachers' self-reports, and observational notes about their experiences of students' engagement in their online lessons. It lasted for 15 teaching weeks in a Saudi intermediate school during the second semester of 2020-2021. The thematic analysis results in four main categories; (a) teachers' challenges, (b) students' responsibilities, (c) environment and system, and (d) attitude and excuses. These categories are built on 11 themes that provide insights into the factors, challenges, and threats, which influence learning engagement in online courses for teachers and students. The study recommends some techniques to maintain the learning engagement and provides some suggestions for future research. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01