Literaturnachweis - Detailanzeige
Autor/inn/en | Aljahromi, Diana; Hidri, Sahbi |
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Titel | Using Critical Reflections in Action Research to Enhance Students' Interactivity in Online EFL Learning Contexts |
Quelle | In: Educational Action Research, 31 (2023) 1, S.153-171 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Aljahromi, Diana) ORCID (Hidri, Sahbi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2023.2165522 |
Schlagwörter | Action Research; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Computer Mediated Communication; Online Courses; Peer Relationship; Learning Management Systems; Group Discussion; Critical Thinking; Preferences; Foreign Countries; Undergraduate Students; COVID-19; Pandemics; Educational Change; Linguistics; Bahrain Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Online course; Online-Kurs; Peer-Beziehungen; Gruppendiskussion; Kritisches Denken; Ausland; Bildungsreform; Linguistik |
Abstract | Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students' critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students' preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |