在线学习者的参与:大学语言中心的启示

IF 3.6 2区 文学 Q1 LINGUISTICS
Sal Consoli, Samantha Curle
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引用次数: 0

摘要

COVID-19 大流行之后,在线或混合教学模式的吸引力稳步上升。本研究特别探讨了在线环境下语言学习者心理参与这一相对新颖的概念。研究以一所大学的语言中心为背景,由五位学术英语教师组成的团队通过观察和访谈分享了他们的直接见解。本文特别强调了教师教育和专业发展对在线学习者参与的若干影响。学生需要保持 "警觉",主动 "探索 "知识。然而,教师需要区分实际参与和 "浅层参与"。任务设计的多样性和多样性以及多种数字工具的使用可能会吸引学生的注意力。此外,教师可能还需要在任务设计中注入有助于学习的情感。这与培养学生的好奇心是相辅相成的,而好奇心在网络环境中尤为重要,因为在网络环境中人与人之间可能存在一定程度的距离。最后,教师需要平衡挑战感,并根据在线技术给学生带来的更多困难重新审视挑战感。总之,本研究表明,在线教学尽管存在障碍,但它为提高学习者的参与度提供了独特的机会,而这是传统的面对面课堂教学所不具备的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Online Learner Engagement: Insights from a University Language Centre
After the COVID-19 pandemic, the appeal for online or hybrid modes of teaching has steadily increased. In particular, this study examines the relatively novel notion of psychological engagement for the language learner in online contexts. The study is set in a university language centre with a team of five academic English teachers sharing direct insights through observations and interviews. In particular, this paper highlights several implications for teacher education and professional development in relation to online learner engagement. There is a need for students to be ‘alert’ and involved in an active ‘quest’ for knowledge. However, teachers need to distinguish between actual engagement and ‘shallow engagement’. Diversity and variety in task design as well as the use of multiple digital tools may captivate students’ attention. Also, teachers may need to infuse task design with emotions that will support learning. This goes hand in hand with fostering a sense of curiosity, which is particularly important in an online context where there may be a degree of human distance. Finally, teachers need to strike a balanced sense of challenge and perhaps revisit this in light of students’ added difficulties posed by online technologies. Overall, this study suggests that online teaching, despite its barriers, presents unique opportunities for enhancing learner engagement that are not present in traditional face-to-face classroom settings.
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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