Table 4 - uploaded by Migdalia Rodriguez
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Thesis
Full-text available
Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders’ belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learn...

Citations

... En relación con dicho uso, se encontró que, si bien son generalmente aceptadas tanto por alumnos como por profesores (Salazar-Sorcia, Ramírez Romero y Manuel, 2017), su utilización en las instituciones educativas públicas es escasa, muy básica y obedece más a cuestiones de índole administrativa que de apoyo al aprendizaje o la enseñanza. Entre las razones que parecen explicar lo anterior, destacan la falta de recursos, de acceso a equipos, y de preparación de los profesores (Fernández Sesma, 2020; Gómez-Domínguez, 2018;Gómez-Domínguez et al., 2019;Gómez-Domínguez, Ramírez-Romero y Gutiérrez-Arvizu, 2019;Padilla-Torres, 2021;Padilla-Torres y Ramírez-Romero, 2021;Ramírez-Romero, 2015a;Ramírez-Romero y Salazar-Sorcia, 2017;Rodríguez, 2016). En lo que a los estudiantes concierne, se encontró que tanto la posición geográfica del estado, como el nivel socioeconómico de los alumnos favorecen el desarrollo de una cultura digital relacionada con su práctica del inglés (González, Hugues y Becerra, 2018); y que los estudiantes consideran que las redes sociales les permiten una interacción constante con el idioma inglés (Hugues, 2020). ...
Book
En esta obra se expone y analiza el estado del conocimiento del campo de las investigaciones sobre la enseñanza y el aprendizaje de las lenguas extranjeras en México del período 2012-2021: su producción, autores, rasgos contextuales y problemáticas más sobresalientes, hallazgos centrales, evolución y tendencias tanto a nivel nacional como por entidades federativas, así como la metodología seguida en su elaboración. En su realización participaron cerca de 150 investigadores e investigadoras de 28 estados del país adscritos a 34 instituciones de educación superior, quienes en conjunto recolectaron y analizaron 879 trabajos. Dada la cobertura y profundidad lograda mediante la colaboración de este nutrido número de investigadores, el libro se configura como una lectura ampliamente recomendada para los especialistas en la enseñanza y el aprendizaje de las lenguas extranjeras; para los estudiantes de licenciatura y posgrado que se forman para desempeñarse en dicho campo y para los tomadores de decisiones responsables de la formulación de políticas y programas relacionados con el mismo. De igual manera, se espera que la información que aquí se expone aporte elementos útiles y confiables y contribuya a la toma de decisiones de directivos, maestros, formadores de maestros y padres de familia en torno a una diversidad de asuntos relacionados con la enseñanza y el aprendizaje de las lenguas extranjeras, de forma tal que coadyuve a que dicha enseñanza sea más acorde a las necesidades y características de los alumnos mexicanos.
... The second line of inquiry is on the roles and impact of those Presences. In particular, research has focused on how those presences contributed to effective online language teaching and learning that led to successful performances (see, for example, Batardière, 2015;Konstantinidis & Goria, 2016;Rodriguez, 2016;Ozbek et al., 2017;Rubio et al., 2018;Schumann, 2019). For example, Ozbek et al.'s (2017), demonstrated that English teachers' TP in a Turkish university's English class undertaken in Second Life, an online virtual world, positively affected communicative engagement amongst English-as-a-Foreign language (EFL) students. ...
Article
Full-text available
Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers' (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals' self-and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.'s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs' online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs' straddled "professionalization and professionalism" goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.'s (2017). The research's limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.
Thesis
Full-text available
Many specialists have put out a call to action for more specialized training in L2 pronunciation pedagogy, as many language educators are ill-equipped to meet the instructional demands that pronunciation teaching requires (Foote et al., 2011; Henderson et al., 2015; Murphy, 2014, 2017). While language teacher professional development has started to receive attention in the field of L2 pronunciation (e.g., Burri, 2016; Buss, 2017), this conversation has not made much headway into online domains. That is, would language teacher trainees ‘walk’ out of an online pronunciation pedagogy course with the knowledge, skills, and abilities needed to teach pronunciation to their learners? To address this gap, this study investigated the development of second language teacher cognitions throughout four separate versions of an eight-week online L2 pronunciation pedagogy course using different modes of instructional delivery (i.e., PowerPoint and vignettes). In particular, this study sought to (1) track the overall development of teacher cognitions throughout the course, (2) assess which delivery of instruction led to the most significant results, if any, and (3) track the overall efficacy of the online medium in terms of professional development in English pronunciation pedagogy. To answer the first two research questions, data collected from a knowledge questionnaire, beliefs survey, weekly narrative frames, and selected interviews were used. To answer the third research question, data collected from the beliefs survey, weekly narrative frames, and selected interviews were used. Findings showed that the participants’ knowledge of English pronunciation pedagogy significantly increased, particularly in their knowledge of phonological processes and practical teaching applications. However, one dimension tested in the study (i.e., analyzing and categorizing learner errors) did not improve significantly, which suggests this knowledge base may require a more hands-on approach with experiential learning. Survey data showed that there was minimal change (only 2 of 25 beliefs showed significant change) in the participants’ perceptions and beliefs about language teaching and pronunciation pedagogy. This may be due in part to the participants’ experiences with language teaching, and that their beliefs had already been formed before the course started. Of particular interest was the analysis of the different sections that received various delivery of instruction. The results of a three-way ANOVA showed that course section was not significant in terms of their scores on the knowledge questionnaire. This indicates that, regardless of delivery of instruction method, participants were able to gain the knowledge delivered throughout the course. However, this study only looked at the participants’ declarative knowledge (e.g., definitions) and not their procedural knowledge (e.g., actual ability to teach pronunciation). This study showed that the current professional development opportunity in English pronunciation pedagogy was overall effective, though there remains future work of improving the course based on questionnaire scores and participant feedback. Analyzing and categorizing learner errors is one problem area that future iterations of the course need to address with a more hands-on approach. Additionally, participants mentioned struggling with assessing learner progress and incorporating technology into their teaching practices—two areas that were not addressed in the current iteration. However, for pronunciation teaching, the current professional development opportunity was not only seen as desirable by language professionals across the globe, but it was also able to improve their knowledge about pronunciation terminology and teaching practices.