An analysis of Iranian online EFL teachers' technological, pedagogical, and evaluation skills

Document Type : research article

Authors

1 English Department, Faculty of Foreign Languages and Literature University of Tehran, Iran

2 nglish Department, Faculty of Foreign Languages and Literature University of Tehran, Iran

Abstract

Recently, the implementation of online instruction has gained increasing popularity among English as a foreign language (EFL) students and teachers. However, very limited research has been directed towards online EFL teachers’ preparedness for and knowledge of online instruction. The present study aimed to explore Iranian online EFL teachers’ perceptions on their level of online language instruction skills. The participants included 108 online EFL teachers who worked at numerous language teaching institutions in Iran. Compton’s (2009) conceptual framework for required skills for online teaching was considered as the theoretical basis of this study. The findings of the survey study indicated that the majority of Iranian online EFL teachers have limited technological, pedagogical, and evaluation skills and knowledge in order to implement online instruction in the Iranian EFL context. The study proposes several recommendations and suggestions on how to equip teachers with the necessary skills required for online instruction in the EFL context of Iran.

Keywords

References

Abras, C.N., & Sunshine, P.M. (2008). Implementing distance learning: Theories, tools, continuing teacher education, and the changing distance-learning environment. In S. Goertler & P. Winke (Eds.), Opening doors through distance language education: Principles, perspectives, and practices. CALICO Monograph Series (Vol. 7, pp. 175–201). Texas: Computer Assisted Language Instruction Consortium (CALICO).
Bennett, S., & Marsh, D. (2002). Are we expecting online tutors to run before they can walk? Innovations in Education and Teaching International, 29(1), 14–20.
Compton, L. K. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99.
Dashtestani, R. (2014). English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22. doi:10.3402/rlt.v22.20142
Dashtestani, R. (2014). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9 (1), 87-100.
Davis, D., & Rose, R. (2007). Professional developments for virtual schooling and online learning.Retrieved February 26 2008 from http://www.nacol.org/docs/NACOL_ PDforVSandOlnLrng.pdf.                                                 
Easton, S. (2003). Clarifying the instructor’s role in online distance learning. Communication Education, 52(2), 87–105.
Fitzpatrick A., & Davies G. (2003). The impact of information and communications technologies on the teaching of foreign languages and on the role of teachers of foreign languages. Retrieved from http://www.camsoftpartners.co.uk/docs/ICC_Grahams_Report_Final.htm
Guichon, N. (2009). Training future language teachers to develop online tutors‟ competence through reflective analysis. ReCall European Association for Computer Assisted Language Learning, 21(2), 166-185
Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.
Hismanoglu, M. (2012). Prospective EFL teachers' perceptions of ICT integration: A study of distance higher education in Turkey. Educational Technology & Society, 15(1), 185–196.
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53–69.
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188.
Hubbard, P., & Levy, M. (2006). Introductions. In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. ix–xi). Philadelphia: John Benjamins Publishing Company.
Kessler, G. (2006). Assessing CALL teacher training: What are we doing and what could we do better? In P. Hubbard, & M. Levy (Eds.), Teacher education in CALL. Amsterdam/Philadelphia, PA: John Benjamins.
Kessler, G., & Plakans, L. (2008). Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269-282.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Peters, M. (2006). Developing computer competencies for pre-service language teachers: Is one course enough? In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 153–166).Philadelphia: John Benjamins.
Roblyer, M. D. (2002). Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Prentice Hall
Son, J.-B. (2004). Teacher development in e-learning environments. In J.-B. Son (Ed.), Computer-assisted language learning: Concepts, contexts and practices (pp. 107-122). APACALL Book Series Volume 1. Lincoln, NE: iUniverse.
Son, J.-B., Robb, T., & Charismaidji, I. (2011). Computer literacy and competency: a survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26-42.
Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to educate themselves. International Journal of Innovation in Language Learning and Teaching, 3 (1), 99-112.
White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
Journal of Foreign Language Research
Volume 9, Issue 3
January 2020
Pages 815-830

Files

Share

How to cite

Statistics