E-Classroom Interactional Competencies: Mediating and Assisting Language Learning during Synchronous Online Lessons

Autor/inn/en	Moorhouse, Benjamin Luke; Li, Yanna; Walsh, Steve
Titel	E-Classroom Interactional Competencies: Mediating and Assisting Language Learning during Synchronous Online Lessons
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 54 (2023) 1, S.114-128 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moorhouse, Benjamin Luke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220985274
Schlagwörter	Online Courses; Distance Education; College Faculty; Language Teachers; Synchronous Communication; Teacher Competencies; English (Second Language); Second Language Learning; COVID-19; Pandemics; Technological Literacy; Second Language Instruction; English for Academic Purposes; Classroom Environment; Student Participation; Conventional Instruction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fakultät; Language teacher; Sprachunterricht; Lehrkunst; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Technisches Wissen; Fremdsprachenunterricht; Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC -- technological competencies, online environment management competencies, and online teacher interactional competencies -- which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01