Exploring Classroom Interactional Competence in Synchronous Online Teaching Platforms: Insights from EFL Instructors
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Children Research Center
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigates EFL instructors’ classroom interactional competence (CIC) when they teach via synchronous video conferencing to see if they perceive any differences in their CIC displays in face-to-face settings versus synchronous online teaching. The participants consisted of 16 EFL instructors from two different state universities in Turkey. The convenience sampling method was employed to reach the participants, all of whom conducted their classes solely on a synchronous online platform throughout the 2020-2021 academic year. The data were collected through the Self Evaluation of Teacher Talk (SETT) chart as well as semi-structured interviews during the 2020-2021 academic year. Findings highlight that the participants expressed feeling more interactionally competent in teaching face-to-face classrooms. The range of the CIC components reported as in need of improvement in synchronous online education was found to be much wider than the ones in face-to-face education. Synchronous online education is an avenue marked by its inherent differences from face-to-face education. It creates a need for EFL instructors to reconsider ways of displaying their CIC satisfactorily in online education, which can be achieved via a comprehensive planning ranging from pre-service teacher education to in-service teacher training. Additionally, this study argues that the concept of CIC needs expansion to include e-platforms-oriented components. © 2022 Children Research Center. All Rights Reserved.
Açıklama
Anahtar Kelimeler
Classroom interactional competence, EFL instructors, face-to-face teaching, synchronous online teaching
Kaynak
Novitas-ROYAL
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
16
Sayı
2
