Integrating Self-Generated Online Projects in an ELT Class at a Thai University during the COVID-19 Pandemic

Q4 Social Sciences
Kornwipa Poonpon
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引用次数: 1

Abstract

This paper reports how self-generated online projects were integrated into an English language teaching (ELT) class at a Thai university and their impact on pre-service teachers’ experience during the unexpected COVID-19 situation. A qualitative approach was used to describe the integration of self-generated online projects as final group projects and report the learners’ opinions towards their online project-based learning. The participants were 58 pre-service English language teachers who took the Linguistics and Language Teaching course at a Thai university during the first semester of the 2020 academic year. The course initially required the students to organise an English teaching camp at a rural school after they had learned ELT theories and approaches throughout the semester. However, due to the COVID-19 spread, the learners’ original project had to be shifted to creating online English teaching. The online projects were designed to be self-generated, encouraging learners to use their English teaching knowledge and skills to design online lessons for rural school students. The project-based multimedia learning approach (Simkins et al., 2002) was adopted to guide the self-generated projects. The learners’ opinion towards integrating the online projects during the difficult situation was elicited using a reflection form and a small group interview. The findings reveal project integration procedures, the challenges the students faced, their ways of dealing with those challenges, and the advantages and disadvantages of the integration. The students used a variety of working strategies to collaborate their work. They admitted that the COVID-19 lockdown, project time limitations, and limited technology skills delayed their work. However, they believed that the online projects enhanced their teaching and digital skills, increased motivation as well as problem-solving and collaboration skills.
在2019冠状病毒病大流行期间,在泰国一所大学的英语教学课程中整合自我生成的在线项目
本文报告了自主生成的在线项目如何被整合到泰国一所大学的英语教学(ELT)课程中,以及它们在意外的新冠肺炎疫情期间对职前教师体验的影响。采用定性方法将自行生成的在线项目描述为最终小组项目,并报告学习者对其基于在线项目的学习的意见。参与者是58名在职前英语教师,他们在2020学年第一学期参加了泰国一所大学的语言学和语言教学课程。该课程最初要求学生在整个学期学习了英语教学理论和方法后,在一所乡村学校组织一个英语教学营。然而,由于新冠肺炎的传播,学习者的原始项目不得不转向创建在线英语教学。这些在线项目是自我生成的,鼓励学习者利用他们的英语教学知识和技能为农村学校的学生设计在线课程。采用基于项目的多媒体学习方法(Simkins et al.,2002)来指导自主项目。在困难的情况下,学习者对整合在线项目的意见是通过反思表和小组访谈得出的。研究结果揭示了项目整合程序、学生面临的挑战、他们应对这些挑战的方式以及整合的优势和劣势。学生们使用了各种各样的工作策略来配合他们的工作。他们承认,新冠肺炎封锁、项目时间限制和有限的技术技能推迟了他们的工作。然而,他们认为,在线项目提高了他们的教学和数字技能,增强了他们的动力以及解决问题和协作的技能。
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来源期刊
CiteScore
0.80
自引率
0.00%
发文量
27
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