Online Community Projects: Learner-Centred Digital Mediation Tools for Secondary-School English as a Foreign Language Curricula

Autor/in	Fearn, Lesley J.
Titel	Online Community Projects: Learner-Centred Digital Mediation Tools for Secondary-School English as a Foreign Language Curricula
Quelle	In: Teaching English with Technology, 23 (2023) 2, S.44-68 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Online Courses; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Student Centered Learning; Secondary School Students; Cultural Awareness; Sociocultural Patterns; Learning Theories; Ethnography; Foreign Countries; Student Projects; Active Learning; Socialization; Communities of Practice; Computer Mediated Communication; Italy + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Sekundarschüler; Cultural identity; Kulturelle Identität; Soziokulturelle Theorie; Learning theory; Lerntheorie; Ethnografie; Ausland; Schulprojekt; Aktives Lernen; Socialisation; Sozialisation; Community; Computerkonferenz; Italien
Abstract	Young people today face an uncertain future. English as a Foreign Language (EFL) teachers in state education are investing their expertise in Online Community Projects (OCPs) as a digital mediation tool to help their students acquire intercultural awareness and experiment with new uses for technology. This qualitative study employs analytic autoethnography to investigate the experiences of a secondary-school English as a Foreign Language teacher using OCPs in southern Italy. Data were analysed and debated through relevant EFL and sociocultural theory literature. Results revealed the learner-centred qualities of OCP activities and their effects on secondary-school EFL curricula. This research contributes to the literature on teaching English with technology, learner autonomy and online community projects in secondary-school EFL curricula. It will interest policymakers and teachers who wish to include learnercentred approaches in their practices. (As Provided).
Anmerkungen	University of Nicosia (Cyprus) and Maria Curie-Sklodowska University (Poland). Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01