EFL Teachers' Perceptions of Online Community Projects in Secondary School Education

Autor/in	Fearn, Lesley June
Titel	EFL Teachers' Perceptions of Online Community Projects in Secondary School Education
Quelle	In: JALT CALL Journal, 18 (2022) 3, S.360-381 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fearn, Lesley June)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Foreign Countries; Secondary School Teachers; Computer Mediated Communication; Action Research; Learning Motivation; Student Centered Learning; Cross Cultural Studies; Faculty Development; Language Skills; Decision Making; Time Management; Curriculum Development; Teacher Collaboration; Constructivism (Learning); Educational Policy; Rating Scales; Guidelines; Sociocultural Patterns; Program Descriptions; Italy; Norway; Sweden + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Ausland; Computerkonferenz; Projektforschung; Motivation for studies; Lernmotivation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cultural comparison; Kulturvergleich; Language skill; Sprachkompetenz; Decision-making; Entscheidungsfindung; Zeitmanagement; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerkooperation; Politics of education; Bildungspolitik; Rating-Skala; Richtlinien; Soziokulturelle Theorie; Italien; Norwegen; Schweden
Abstract	English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional development and their students' language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01