Proficiency as a Factor in English-Medium Instruction Online Tutoring

Autor/in	Chen, Wen-Chun
Titel	Proficiency as a Factor in English-Medium Instruction Online Tutoring
Quelle	In: English Language Teaching, 7 (2014) 3, S.134-149 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Instruction; Tutoring; Language Proficiency; Foreign Countries; Online Courses; Preservice Teachers; Peer Teaching; International Programs; Educational Technology; Technology Uses in Education; Interaction; Computer Mediated Communication; Telecommunications; Undergraduate Students; Pretests Posttests; Coding; Regression (Statistics); Taiwan; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Förderkonzept; Nachhilfeunterricht; Language skill; Language skills; Sprachkompetenz; Ausland; Online course; Online-Kurs; Peer group teaching; Peer Group Teaching; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Computerkonferenz; Telekommunikationstechnik; Codierung; Programmierung; Regression; Regressionsanalyse; USA
Abstract	The current study explored the effects of English as a foreign language (EFL) learners' proficiency level on English-medium instruction (EMI) in an online tutoring project. Sixteen Taiwanese college students (tutees) collaborated with preservice teachers (tutors) in the United States in an EMI online tutorial project. The online tutor-tutee interactions were examined to determine if the two tutee groups of two respective proficiency levels were equally receptive to EMI online tutoring based on nine indicators. The results show that learners of both levels could generate approximately equal amounts of language-related discussions and utterances. Overall, proficiency level did not impede tutees' ability to notice their linguistic gaps in interlanguage. Moreover, tutees of both proficiency levels benefited from the textual display of online interactions with their tutors during a task-based learning scheme. Among the nine indicators, successful uptake and feedback type were two strong predictors of tutees' subsequent target language (L2) learning in both groups. The findings offer pedagogical values to promotion of EMI policy in globalized higher education. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01