Moodle-Based Teacher Education: Effects on Teacher Competencies in EAP Contexts

Teacher education and how to develop teacher professional development are increasingly being researched. There is a dearth of knowledge about the application of Moodle in EAP teacher education programs (Arno-Macia, 2012). Some studies in this field attempted to fill the gap in the literature by investigating the impact of Moodle on the professional development of EAP teachers. The findings revealed a statistically significant relationship between Moodle-based teacher education programs and the professional development of EAP teachers (Nazari et al., 2019). Based on the current research results, Moodle provided direct communication between the teacher and the students, which significantly helped students improve their knowledge in EAP. The interviewees reported significant disadvantages, including internet connection problems and the need for technological devices. The findings of this study can be viewed as a general motivator for educational policymakers to invest more in Online Educational Programs rather than seeing them as an alternative to traditional teacher training programs

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Examining the Potential of Technology-Enhanced Language Learning and Teaching in English for Academic Purposes: Learner Voices

The growth of post-secondary English for Academic purposes (EAP) programs along with researchers awareness and interest in leveraging technological tools in support of student-centered learning (Prensky, 2012) fueled this research. This study examines learners beliefs towards technology use in a Canadian EAP university program. Using a multi-phased, grounded-theoretical exploratory case study approach, the research uses complementary data sources including two online surveys conducted at the beginning and at the end of the program, class observations, individual students digital diaries, stimulated recall interviews, and focus group interviews. The study examines 16 student participants beliefs toward technology use and the factors that influence and constrain students use of technology. The research was informed by a constructivist view of language learning and explores EAP students interactions with technological tools to gauge their beliefs towards tech use in learning English. Furthermore, Bensons (2011) learner autonomy framework was used to investigate the development of learner autonomy. This framework is believed to provide an additional research lens in understanding EAP students interaction with technology, impacting their evolved belief systems. Comparisons between the surveys show that overall students beliefs toward technology use became more positive from the beginning to the end of the course when students became more competent with increased technology exposure and use. Students realized the benefits of using technological tools and adopted some 21st century skills in learning English (Dede, 2010). A heightened critical awareness among students towards tech use and some emerging individual language learning behaviors were reported in their digital diary posts and stimulated recall interviews. This specific finding transpired as one of the pedagogical factors- participating in the research study. Data from embedded case studies revealed contextual and pedagogical factors that influenced students attitudes towards and subsequent use of technology in EAP. Factors constraining students technology use included students previous experience with educational technologies, characterized by limited support, poor infrastructure, and inadequate digital literacies. Recommendations for teacher education in tech-enhanced pedagogy and teacher-intervention in educating students about the rationale for tech use are made. Implications for leveraging students digital resources and ongoing critical and reflective teaching practices are also suggested

Assessing Spanish Proficiency of Online Language Learners after Year 1

[EN] Online (OL) second language (L2) courses are becoming more widely offered in the United States; however, little information exists about the effectiveness of OL L2 courses beyond one semester or course. Therefore, the purpose of this study was to assess Spanish students’ oral proficiency after completing one year of OL only L2 courses. At the end of year one, students (n=65) completed the Versant exam, which scored overall level of oral proficiency as well as four sub-categories: pronunciation, fluency, sentence formation, and vocabulary production. The results showed that 40% of OL Spanish students met the ACTFL benchmark of Intermediate-Low, while 49% scored Novice-High, one level below the benchmark. A portion (15%) of students not reaching Intermediate-Low scored within a few points of the benchmark. A majority of the students also met the benchmark for pronunciation and fluency, but not for sentence formation or vocabulary production. These results show that it is possible for students enrolled exclusively in online Spanish language classes to meet benchmarks. Thus, OL language students can and should be held to the same standards of oral proficiency as their peers in seated classrooms.Aldrich, RS.; Moneypenny, D. (2019). Assessing Spanish Proficiency of Online Language Learners after Year 1. The EuroCALL Review. 27(2):28-39. https://doi.org/10.4995/eurocall.2019.11500OJS2839272Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group. http://www.babson.edu/Academics/centers/blank-center/global-research/Pages/babson-survey-research-group.aspxAmerican Council on the Teaching of Foreign Language. (2016). Oral Proficiency in the Workplace. Alexandria, VA: ACTFL Proficiency Guidelines 2012. https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012Angelino, L. M., & Natvig, D. (2009). A conceptual model for engagement of the online learner. Journal of Educators Online, 6, 1-19. https://doi.org/10.9743/JEO.2009.1.4Angiello, R. (2010). Study looks at online learning vs. traditional instruction. The Education Digest: Essential readings condensed for quick review, 76, 56-59.Aronoff, N., Stellrecht, E., Lyons, A. G., Zafron, M. L., Glogowski, M., Grabowski, J., & Ohtake, P. J. (2017). Teaching evidence-based practice principles to prepare health professions students for an interpersonal learning experience. Journal of the Medical Library Association, 105, 376-384. https://doi.org/10.5195/JMLA.2017.179Asoodar, M., Marandi, S. S., Atai, M. R., & Vaezi, S. (2014). Learner reflections in virtual vs. blended EAP classes. Computers in Human Behavior, 41, 533-543. https://doi.org/10.1016/j.chb.2014.09.050Blake, R. (2013). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press.Blake, R. (2015). The messy task of evaluating proficiency in online language courses. The Modern Language Journal, 99, 408-412. https://doi.org/10.1111/modl.12234_5Blake, R., Wilson, N. L., Cetto, M., & Pardo-Ballester, C. (2008). Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology, 12, 114-127.Cutler, A. (2003). Lexical access. In L. Nadel (Ed.), Encyclopedia of cognitive science (Vol. 2), Epilepsy - Mental imagery, philosophical issues about (pp. 858-864). London: Nature Publishing Group.Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20, 141-161. https://doi.org/10.1017/S0958344008000323Fox, J., & Fraser, W. (2009). Test review: The Versant Spanish Test. Language Testing, 26, 313-322. https://doi.org/10.1177/02655322090260020602Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27, 70-105. https://doi.org/10.1080/09588221.2012.700315González-Lloret, M., & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19, 525-549. https://doi.org/10.1177/1362168814541745Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25, 165-198. https://doi.org/10.1017/S0958344013000013Guillén, G. (2014). Expanding the language classroom: Linguistic gains and learning opportunities through e-tandems and social networks. Dissertation. UC Davis, Davis, CA.Harker, M., & Koutsantoni, D. (2005). Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL, 17, 197-216. https://doi.org/10.1017/S095834400500042XHauck, M., & Stickler, U. (2006). What does it take to teach online? CALICO , 23, 463-475. https://doi.org/10.1558/cj.v23i3.463-475Heift, T. (2010). Prompting in CALL: A longitudinal study of learner uptake. Modern Language Journal, 94, 198-216. https://doi.org/10.1111/j.1540-4781.2010.01017.xHong, K. H., & Samimy, K. K. (2010). The influence of L2 teachers' use of CALL modes on language learners' reactions to blended learning. CALICO, 27, 328. https://doi.org/10.11139/cj.27.2.328-348Inside Higher Ed (2017). Survey of Faculty Attitudes on Technology. https://www.insidehighered.com/booklet/2017-survey-faculty-attitudes-technologyIsabelli, C. A. (2013). Student learning outcomes in hybrid and face-to-face beginning Spanish language courses. Paper presented at The Future of Education. Florence, Italy. Retrieved from https://conference.pixel-online.net/FOE/conferenceproceedings.phpIsenberg, N.A. (2010). A comparative study of developmental outcomes in web-based and classroom-based German language education at the post-secondary level: Vocabulary, grammar, language processing, and oral proficiency development (Doctoral dissertation). (UMI. 3420155).Jackson, E. W., & McGlinn, S. (2000). Know the test: One component of test preparation. Journal of College Reading and Learning, 31, 84-93. https://doi.org/10.1080/10790195.2000.10850104Kim, S. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology,18, 20-35.Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20, 81-97.Levelt, W. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.Lin, C., & Warschauer, M. (2015). Online foreign language education: What are the proficiency outcomes? The Modern Language Journal,99, 394-397. https://doi.org/10.1111/modl.12234_1Lusin, N. (2012). The MLA survey of postsecondary entrance and degree requirements for languages other than English, 2009-10. New York: Modern Language Association. https://www.mla.org/content/download/3316/81618/requirements_survey_200910.pdfMahfouz, S. M. (2010). A study of Jordanian university students' perceptions of using email exchanges with native English keypals for improving their writing competency. CALICO, 27, 393-408. https://doi.org/10.11139/cj.27.2.393-408Moneypenny, D., & Aldrich R. S. (2016). Online and face-to-face language learning: A comparative analysis of oral proficiency in introductory Spanish. Journal of Educators Online 13 (2), 105-133. https://doi.org/10.9743/JEO.2016.2.2Moneypenny, D., & Aldrich, R. S.(2018). Developing oral proficiency in Spanish across class modalities. CALICO: Computer-Assisted Language Instruction Consortium, 35, 257-273. https://doi.org/10.1558/cj.34094Montiel, M. L. (2018). Comparing online English language learning and face-to-face English language learning at El Bosque University in Colombia. Richmond, VA: Virginia Commonwealth University.O'Dowd, R. (2007). Online intercultural exchange: An introduction for foreign language teachers. Clevedon, UK: Multilingual Matters. https://doi.org/10.21832/9781847690104Online Learning Consortium. (2015). Online report card: Tracking online education in the United States. https://onlinelearningconsortium.org/read/online-report-card-tracking-online-education-united-states-2015/Oskoz, A., & Elola, I. (2014). Promoting foreign language collaborative writing through the use of Web 2.0 tools. In González-Lloret, M. & Ortega L. (eds.), Technology and tasks: Exploring technology-mediated TBLT. New York: John Benjamins, 115-148. https://doi.org/10.1075/tblt.6.05oskPappas, C. (2013). Top 10 e-learning statistics for 2014 that you need to know. https://elearningindustry.com/top-10-e-learning-statistics-for-2014-you-need-to-know.Pearson (2011). Versant™ Spanish Test. Test description and validation summary. http://www.versanttest.com/technology/VersantSpanishTestValidation.pdfPlonsky, L., & Ziegler, N. (2016). The CALL-SLA interface: Insights from a second-order synthesis. Language Learning & Technology, 20, 17-37.Russell, T. (1999). The no significant difference phenomenon. Chapel Hill, NC: Office of Instructional Telecommunications, University of North Carolina.Sato, E., Chen, J. C. C., & Jourdain, S. (2017). Integrating digital technology in an intensive, fully online college course for Japanese beginning learners: A standards-based, performance-driven approach. The Modern Language Journal, 101, 756-775.Sauro, S. (2011). SCMC for SLA: A research synthesis. CALICO, 28, 369-391. https://doi.org/10.11139/cj.28.2.369-391Tanner, M. W., & Landing, M. L. (2009). The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13, 51-65.Tarone, E. (2015). Point-counter point measuring proficiency outcomes in online foreign language education. The Modern Language Journal, 99, 633-634. https://doi.org/10.1111/modl.12270_1Technavio (2016). Online language learning market in the US 2017-2021. https://www.technavio.com/report/Van Deusen-Scholl, N. (2015). Assessing outcomes in online foreign language education. The Modern Languages Journal, 99, 398-400. https://doi.org/10.1111/modl.12234_2Volle, L. (2005). Analyzing oral skills in voice e-mail and online interviews. Language Learning & Technology, 9, 146-163.Zhang, S. (2014). An evidence based guide to designing and developing Chinese-as-a-foreign-language (CFL) courses online. International Journal of Technology in Teaching and Learning, 10, 52-71.Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO, 21, 7-27. https://doi.org/10.1558/cj.v21i1.7-2

CercleS 2022

CHAIRPERSON Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal EDITORS Ana Gonçalves, Estoril Higher Institute for Tourism and Hotel Studies, Portugal Célia Tavares, Instituto Politécnico do Porto, Portugal Joaquim Guerra, Universidade do Algarve, Portugal Luciana Oliveira, Instituto Politécnico do Porto, Portugal Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal Ricardo Soares, Instituto Politécnico do Porto, PortugalCercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing ChangeN/

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

Social Networks among Students, Peer TAs, and Instructors and Their Impacts on Student Learning in the Blended Environment: A Model Development and Testing

Due to its flexibility and effectiveness, blended learning has become popular in higher education. Previous studies have discussed and presented various methods and cases that one can use and leverage in blended courses. Other studies have described and examined the technology and/or systems that support blended learning. However, no research has examined student learning from the social network perspective. Compared with traditional face-to-face instruction, blended learning incorporates a great portion of online activities. Thus, blended learning typically features fewer interactions among students, teaching assistants (if any), and instructors. Therefore, we need to examine whether and how (if any) social networks among students, peer teaching assistants, and instructors could influence student learning in the blended environment. To do so, we developed and tested a research model with a large sample size of 699 students who took a blended class. The results indicated that all three types of networks (including student-student networks, student-peer TA networks, and student-instructor networks) significantly influenced both social presence and interaction, which, in turn, had significant impacts on learning climate and perceived academic performance

Omani EFL learner perceptions and motivation toward online learning

In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education