Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses

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Autor/in	Johnson, Christopher P.
Titel	Increasing Students' Academic Involvement: Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses
Quelle	(2013), (262 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-2898-9
Schlagwörter	Hochschulschrift; Dissertation; English (Second Language); Second Language Learning; Qualitative Research; Anxiety; Foreign Countries; Learning Motivation; Student Motivation; Blended Learning; Second Language Instruction; Conventional Instruction; Online Courses; Teacher Student Relationship; Language Teachers; Learner Engagement; Student Participation; Comparative Analysis; Interviews; Specialists; Instructional Design; Teacher Participation; Constructivism (Learning); Instructional Innovation; Teacher Education; Access to Education; Social Change; Best Practices; Social Mobility; College Students; Job Skills; Employment Potential; Chile + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Angst; Ausland; Motivation for studies; Lernmotivation; Schulische Motivation; Fremdsprachenunterricht; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Lehrerausbildung; Lehrerbildung; Education; Access; Bildung; Zugang; Bildungszugang; Sozialer Wandel; Soziale Mobilität; Collegestudent; Produktive Fertigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit
Abstract	Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01