Online Language Teaching Research Articles

Enhancing Emotional Intelligence of Adult Learners in Online EFL Teaching: Insights from Vietnamese Educators

This study investigates the strategies employed by Vietnamese EFL teachers to enhance emotional intelligence (EI) in adult learners within online learning environments. Utilizing a qualitative research design grounded in Mayer and Salovey’s model of emotional intelligence and Knowles’s theory of andragogy, the study involved semi-structured interviews with ten EFL teachers from two Vietnamese educational institutions. The thematic analysis of the interview data revealed several key strategies: reflective practices, interactive activities, technology integration, personalized feedback, collaborative learning, integration of real-life scenarios, self-awareness activities, development of emotional vocabulary, and creation of emotionally supportive environments. The findings illustrate a multifaceted approach to enhancing EI in online language education, highlighting the innovative adaptation of traditional classroom strategies to the digital realm. The study’s unique contribution lies in its focus on the Vietnamese context, providing insights into how cultural nuances shape online teaching strategies for EI enhancement. The implications of these findings are significant for the field of EFL education, suggesting the need for holistic teaching approaches that integrate emotional competencies alongside linguistic skills.

Privilege and prejudice in private online English teaching: Discourses in school-owned recruitment websites

Abstract Numerous studies have analyzed various aspects of English language teaching to uncover discriminatory employment practices within the field. However, there is a gap in the research regarding the discourses present in school-managed teacher recruitment websites (TRWs), particularly in the field of private online language education (POLE). This study aims to address this gap by investigating how the preferred online English teacher is characterized and what benefits they are promised when visiting these webpages. Using critical discourse analysis, the author analyzed the textual elements of 32 TRWs of online English schools operating in six major markets in Asia. The findings reveal that although a few schools show signs of relatively fair policies and emphasize professional qualifications, most of them appear to exploit native-speakerism through their application requirements and compensation policies that often favor only some groups. The implications emphasize the benefits of creating equitable employment opportunities and professionalizing POLE by leveraging the qualifications and experience of teachers from diverse backgrounds, while ensuring fair compensation. Finally, this study provides practical strategies for present and prospective online teachers on how to take advantage of the opportunities of digital language work while contributing to the attainment of equity in the industry.

Online language teaching in times of change: a CALL to action for language teachers and educators

Abstract Change, whether slowly developing over decades or rapid change caused by worldwide crises, affects education and educators profoundly. This article argues for a change in language teacher education embracing the changing world of online communication, and emphasising the epistemological awareness language teachers need to bring to the online classroom. Based on Computer-Assisted Language Learning (CALL) research and best practice examples from across the world, the paper outlines past changes, contextualises online language teaching in the wider area of online communication and describes progress in practice, theory and epistemological understanding of online teaching. It culminates in a series of evidence-based suggestions for future training and education of language teachers that will integrate adequate pedagogy and an enhanced epistemological understanding.

Competing for Views and Students: The Implications of Platformization for Online Language Teaching

AbstractLanguage teachers increasingly make use of digital platforms to find students, upload teaching material, give lessons, and promote themselves. This article examines the accounts of two popular English teachers from China on the social media platform Douyin and explores similarities and differences in the two teachers' self‐branding strategies. We suggest that the two teachers are emblematic of platform language teacherpreneurs: individuals who creatively utilize their previous experiences and self‐branding skills to promote themselves as language teachers on social media platforms and online language tutoring platforms. We argue that platformization holds important implications for TESOL, including not only for how language teachers construct their identities, but also for how we understand the category of language teacher in an age of ubiquitous social media.

Esp in Action: Application of LEM in Gaziantep Industry Through Online Language Teaching

The study was conducted in Gaziantep, an industrial city in the Southeastern Anatolia region of Turkiye. This study was a joint effort of Gaziantep University and a company that participated in many international activities. Through fieldwork and literature reviews, it was determined that there are no foreign language studies towards business people and business English in Gaziantep. The objectives of this study, was aimed at business people and the business world, were determined based on this preliminary research and existing foreign language teaching studies; the goal was to determine how to close the language gap in the business world. Distance education was used to make the study easy to access; for participants to be able to access the training program at any time and place. After necessary procedures were established, the employees who could participate in the project were determined. The employees' primary needs and foreign language levels were determined with a pre-test and a need analysis. A training model was developed accordingly, and the eight-week training was started. The training content was organized according to the lean educational method, considering the needs of all participants, and the efficiency of the method in question was examined. Training content, incorporating technological tools and interactive materials, was planned to ensure that participants enjoyed learning throughout the course. The success of the training was evaluated based on findings obtained by comparing pre-test and post-test results. In light of these findings, it has been proven that language success can be increased quickly by using the lean educational method effectively. It has been determined that great success can be achieved quickly with the lean educational method, a training model used to achieve rapid success in areas for adult groups and the business world. In addition, this study determined that people with time constraints could easily participate in the program with distance education and save time while doing so.

Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching

Abstract Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern & Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).

A Scoping Review of the Research on the Teaching Models of Online International Chinese Language Teaching

The realm of online international Chinese language teaching is undergoing significant transformations propelled by the internet and the pandemic. The digital teaching is the way forward for online international Chinese language teaching. There are significant differences between online international Chinese language teaching and traditional Chinese language teaching. To improve online teaching activities and guide future research, this growing field aims to analyze Chinese international online education research. Specifically, the goal is to develop a sustainable teaching model. By utilizing Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P), the authors analyzed 27 articles proposing a viable teaching model. The review identifies six models of online Chinese language teaching: flipped classroom, APP software, open online platform, online interaction, blended learning, and ChatGPT. The blended learning model is considered the most effective but still faces limitations such as technical issues, demanding teachers, lack of motivation, limited face-to-face interaction, and limited assessment options. Scholars suggest solutions including technical support, teacher training, motivation, improving face-to-face interaction, and using multiple assessment methods. Overall, the blended teaching model has the potential to advance online international Chinese language teaching in the future.

Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry

Previous studies have revealed that students' participation is a complex matter affected by pedagogical, environmental, and individual factors. However, there is still insufficient empirical evidence regarding how those factors work in shaping classroom participation in the online context. In the field of language education, moreover, it still remains unclear as to how social interactions among students and teachers may affect students' cognitive engagement. To further understand the complex relations between language students' online engagement and the influencing factors, the current study conducted in-depth interviews with 24 university students enrolled in three online English courses in an International university in China. Analyses and interpretation of the qualitative data were informed by the Community of Inquiry framework. The findings suggest that students' engagement in online classrooms is a situated process affected by 1) pedagogical practices and support from teachers, which determines students' cognitive presence and perceived teaching presence directly, and 2) students' perceived social presence, which was shaped by both group dynamics and the online environment. Notably, the physically isolated online environment seemed to have played an impeding role in some students' cognitive engagement, but a facilitating a role in some others’, as mediated by their preference for social presence or absence. Overall, our study highlights the importance of providing students with a constructive, supportive and interactive environment for online language teaching and learning.

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

The impact of COVID-19 on education involved an abrupt switch from face-to-face instruction toward emergency remote teaching/learning. In public schools, teachers and students were required to undertake language education using virtual learning platforms. This shift created certain problems for both teachers and students. This qualitative research attempts to explore challenges encountered by English teachers and students in Iranian middle schools during the lockdown period. 47 participants were selected by stratified purposive sampling, providing qualitative data through semi-structured interviews and online focus groups. Thematic analysis illustrated economic, technological, and instructional concerns in addition to a set of psychological pressures. Also, the COVID-19 pandemic created certain affordances for language program which accelerated the process of online language education. The anticipation and effective management of educational problems arising from such catastrophes would help stakeholders enhance the quality of language education, prioritize teachers’ and students’ language needs at the middle level education of public schools, and facilitate learning/teaching process.

Unlocking online language education: Opportunities, challenges, and recommendations

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaraş earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors’ teaching approaches.

The post-pandemic intentions of EFL lecturers towards online language teaching

After the widespread transition to Emergency Remote Language Teaching , there is a need to investigate teachers' continued intention toward online language teaching post-pandemic. Thus, DeLone and McLean's model of information systems success was used to investigate university lecturers' attitudes toward OLT during the post-pandemic period. The maximum variation sampling was conducted on fourteen university lecturers from various cities in Iran. A three-phase interview protocol was developed and applied to the participants. The data was analyzed with content analysis. The result of the deductive content analysis showed that OLT helped university instructors overcome technophobia and become experts in it. However, OLT had some health hazards for lecturers and led students to passive learning. Furthermore, the lack of technical, financial, and professional support from the administrators affected OLT service quality. Moreover, participants would have blended and flipped language teaching during the post-pandemic, based on learners' levels and psychological factors. Among many implications, the study suggests more teacher training workshops for university lecturers to overcome technophobia. Keywords: DeLone and McLean information systems success model; EFL teachers; Online Language Teaching; Post-pandemic.

Development of Listening Comprehension and Pronunciation of Pinyin Characters in Mandarin Chinese Through Online Language Teaching: A study on Chinese Language Students at the Faculty of Education, Uttaradit Rajabhat University

This study explores the effectiveness of online Chinese language courses, focusing on the development of listening comprehension and Mandarin pinyin pronunciation skills among Chinese language students at the Faculty of Education, Uttaradit Rajabhat University. Utilizing a systematic approach, the research employed a pre-test and post-test design to evaluate the impact of the instructional methods on students’ language abilities. Significant improvements were observed in both listening comprehension and pronunciation skills post-intervention, as evidenced by statistical analysis. Moreover, the study gauges students’ satisfaction with the online learning experience, revealing high levels of contentment regarding course content, accessibility, and instructional delivery. The research outcomes have demonstrated a statistically significant improvement in the skills assessed. Students’ scores in listening comprehension and Mandarin pinyin pronunciation substantially increased from pre-instruction to post-instruction. Specifically, the average scores in listening comprehension improved from 16.45 to 24.50, while pronunciation scores rose from 10.85 to 16.30, both evidencing significant advancements with a significance level of 0.05. These results underscore the effectiveness of the online Chinese language courses in enhancing students’ linguistic capabilities.

A Silver Lining: Metaphors Suggesting Professional Development through Emergency Online Language Teaching in Primary Education

A Silver Lining: Metaphors Suggesting Professional Development through Emergency Online Language Teaching in Primary Education

Unpacking the mediating role of classroom interaction between student satisfaction and perceived online learning among Chinese EFL tertiary learners in the new normal of post-COVID-19

Online learning has become increasingly prevalent in the era of digitalization, impacted by both internet penetration and the COVID-19 pandemic. Classroom interaction, as a key factor in evaluating students' learning experience in online settings, has been identified to be associated with their academic achievement. While previous research has underscored the significance of classroom interaction in language learning settings, there is relatively limited research on its relationships with student satisfaction and learning. This research intends to explore classroom interaction and its mediating role in the correlation between student satisfaction and perceived online learning in online contexts. Given this, the paper reports a quantitative-method study that examined how Chinese EFL tertiary students perceived three types of classroom interaction (i.e., learner-learner, learner-instructor, and learner-content), their satisfaction, and its influences on their perceived online learning. Data was collected from 319 Chinese university students through convenience sampling and a self-designed questionnaire, and then analyzed with the help of SPSS. The results showed that: 1) the students had moderately positive perceptions of classroom interaction and online learning, but were neutral about their satisfaction; 2) positive correlations were observed between classroom interaction, student satisfaction, and online learning; and 3) student satisfaction predicted perceived online learning, with classroom interaction partially mediating this relationship. The findings of this research have implications for strengthening the effectiveness of online language teaching in the post-COVID-19 era.

An investigation into the online language teaching and assessment practices during COVID-19

Due to a growing number of casualties, company and school closures, and a lack of social connections, the COVID-19 pandemic has resulted in a number of unanticipated challenges. As a result, to cope with these challenges online education served as a great way for bridging the distances through digital tools. With the purpose of an effective and quality online learning, all stakeholders involving active implementers of educational programs, namely teachers and students in addition to administrators should be aware of its benefits and drawbacks. To this end, the current study attempts to uncover the perspectives of ELT instructors about online language teaching and assessment through a qualitative research design. The results showed that online language assessment and teaching was considered as inevitable by all participants, thus making it necessary to employ efficient methods for designing and administering online assessment, and interpreting the scores. On the contrary, a long list of challenges and problems were noted by the respondents including academic misconduct, difficulty of proctoring, open to manipulation, validity and reliability concerns. The study ends with practical implications for teacher training programs and further research ideas.

EFL Teachers’ Perspectives on Online Teaching of the Writing Skill Using ICT Tools

The shift to online teaching has highlighted the important use of Information and Communication Technology (ICT) by faculty members. The objectives of this paper are to identify the current use of the technological tools to teach the writing skill in an online mode and to describe teachers’ perspectives on the potential effect of using the different kinds of ICTs in the process of online teaching and learning of writing. This study employed a descriptive research approach using qualitative methods for data collection and analysis. A purposive sample of Six (6) Written Expression teachers from the department of Letters and the English Language at Frères Mentouri University participated in this study. Data was collected through a focus group interview, enabling in-depth discussions and insights into teachers’ experiences and perceptions. The analysis revealed that teachers believe that technological tools such as Google Apps (Google Classroom, Google Meet, and Facebook) offer greater engagement and collaboration in the writing process, as well as encourage teacher and peer feedback on students’ writings. However, teachers expressed only moderate satisfaction with ICT accessibility and use due to certain challenges and the necessity to possess both technological knowledge and pedagogical knowledge for effective teaching of writing. The present study extends the existing knowledge on online language teaching, particularly in the context of the writing skill. It highlights the technological requirements and pedagogical strategies employed by EFL teachers to optimise the use of ICTs and ensure effective online teaching of the writing skill. The findings of this study have implications for educational stakeholders, emphasising the importance of integrating ICTs into writing instruction in online environments.

Analyzing Teaching Self-Efficacy Correlates in Virtual Education: A Gender-Driven Structural Equation Modeling Approach

The study focused on the Philippines' education system, which abruptly adopted to online education due to the COVID-19 pandemic. The study used different theories to explore the relationships between online teaching self-efficacy and other affective variables. The researchers used structural equation modeling (SEM) to develop a model that showed the correlations among the identified variables in general and when grouped according to gender. The study found that only three pairs of latent variables were positively correlated at an average extent, indicating a low correlation between the variables. The findings drawn out from the final model can certainly benefit teacher-educators and institutional leaders alike who would most probably explore the idea of introducing the online modality as a supplementary requirement for the preservice teachers’ internship in the near future. Thus, institutions that offer education programs must find ways and means to motivate preservice teachers to online teaching as there are revealed to be the rudiments, based on the final model to a positive attitude and a favorable satisfaction level toward online language teaching.

Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials

The employment of virtual conference tools has created new possibilities for language teaching and learning. Amid the suspension of face-to-face classes at every level of education in most countries globally due to the COVID-19 pandemic, the majority of teachers and students have to make the transition from classroom-based teaching to synchronous online teaching. The virtual environment is significantly different from the physical classroom; consequently, teachers need to bring with them resources from the classroom context and adapt them to the online teaching context in order to promote effective and real-time interactions with students. This virtual ethnographic study investigates how online English teachers create a translanguaging space by transcending the boundaries of modes from a physical face-to-face teaching context to small group online tutorials in order to mediate students' English language learning. Multimodal Conversation Analysis is employed to analyse the online tutorial data and the analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The findings illustrate that the multimodal resources which are typically used in traditional classroom settings by the teachers transcend the boundaries of mode in a social semiotic sense since they are re-enacted in the online tutorial for enhancing the process of online teaching. I argue that such re-enactment highlights online English teachers’ fluid and flexible use of multiple multimodal resources to achieve different pedagogical functions. This study will offer some pedagogical implications to inform the development of a translanguaging pedagogy in an online teaching context.

Teaching and Learning Languages Online: Challenges and Responses

The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection.

Teaching and Learning Languages Online: Challenges and Responses

The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection.