Pre-service EFL teachers’ online participation, interaction, and social presence

May 30, 2018, 1:23 a.m.
June 8, 2019, 8:37 p.m.
June 8, 2019, 8:37 p.m.
http://scholarspace.manoa.hawaii.edu/bitstream/10125/44586/1/22_01_satarakcan.pdf
http://scholarspace.manoa.hawaii.edu/bitstream/10125/44586/2/22_01_satarakcan.pdf.txt
Volume 22 Number 1, February 2018
Satar, H. Müge Akcan, Sumru
2018-01-31T19:18:44Z
2018-01-31T19:18:44Z
2018-02-01
Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners’ participation in online learning. This article investigates participation, interaction patterns, and social presence (SP) levels of pre-service English as a foreign language (EFL) teachers in online communication within a longitudinal blended learning setting. A secondary aim of this article is to explore social network analysis (SNA) as an alternative method to measure SP. Data analysis included calculation of number of forum entries and words, qualitative analysis of interaction patterns, content analysis, and SNA. The results indicated that an online course on tutoring skills and SP improved pre-service EFL teachers’ online participation skills. Increased interaction and a more cohesive network were observed as the course progressed. The findings are significant in that they suggest a relationship between content analysis for SP (especially the interactive dimension) and SNA measures (centrality, influence, and prestige), implicating SNA as an emerging research method for the investigation of SP. This article concludes with future research perspectives and suggestions for EFL teacher training.
Made available in DSpace on 2018-01-31T19:18:44Z (GMT). No. of bitstreams: 1 22_01_satarakcan.pdf: 841109 bytes, checksum: cb9450f5d7b97569a082fa89d0d0b3bd (MD5) Previous issue date: 2018-02-01
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Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology, 22(1), 157–183. https//dx.doi.org/10125/44586
1094-3501 1094-3501
http://hdl.handle.net/10125/44586
1
University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research
/item/3037
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Blended Learning and Teaching Teacher Education Research Methods Computer-Mediated Communication
Pre-service EFL teachers’ online participation, interaction, and social presence
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