Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices

Autor/inn/en	Moorhouse, Benjamin Luke; Walsh, Steve; Li, Yanna; Wong, Lillian L. C.
Titel	Assisting and Mediating Interaction during Synchronous Online Language Lessons: Teachers' Professional Practices
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 56 (2022) 3, S.934-960 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moorhouse, Benjamin Luke) ORCID (Walsh, Steve) ORCID (Li, Yanna) ORCID (Wong, Lillian L. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3144
Schlagwörter	Interaction; Synchronous Communication; Electronic Learning; Language Teachers; Teaching Methods; Videoconferencing; English (Second Language); Foreign Countries; Second Language Instruction; Web Based Instruction; Hong Kong + Suchen Sie Ihr Suchwort? Interaktion; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Fremdsprachenunterricht; Web Based Training; Hongkong
Abstract	Synchronous online language lessons (SOLLs) are distinctly different from in-person lessons. Although digital tools, specifically, videoconferencing software, make doing SOLLs possible, these tools have specific affordances and constraints pertaining to how we engage, interact, and relate -- creating new literacy practices. This study reports on a project which explored how five Hong Kong university English language teachers engaged in teaching SOLLs over a 13-week semester. The aim of the project was to understand and conceptualize the professional practices of synchronous online language teachers; specifically, our goal was to explore the relationship between identified practices and the competences needed to use digital tools during SOLLs to facilitate classroom interaction and therefore create appropriate conditions for language learning. The study expands our understanding of the professional practices teachers are engaged in when doing SOLLs. Furthermore, our data exemplify the context-specific teaching strategies and related competences needed to assist and mediate interaction in SOLLs. We propose that by improving synchronous online language teachers' interactional competence, they will be well-placed to help language learners achieve their learning goals. The findings have implications for the preparation and professional learning of online English language teachers. (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