Optimizing Online English Language Learning and Teaching

Acknowledgements
Contents
Editors and Contributors
About the Editors
Contributors
Introduction
References
Part I: Issues and Perceptions
Adapting English Language Teaching: Moving Online During the COVID-19 Crisis
1 Introduction
1.1 Personal Teaching Environments in English Language Teaching: Digital Tools and Applications for Language Teaching
2 Method
2.1 Participants
2.2 Instruments and Procedure
3 Results
3.1 Effects of the COVID-19 Crisis on English Language Teaching
3.2 Perceived Effect of the Changes Due to COVID-19 Crisis on the Methodology
3.3 Most Frequent Platforms, Online Tools and Digital Genres in Emergency Remote English Language Teaching
3.4 Possible Effect of Online Practices in Future Language Teaching in Higher Education
4 Discussion
5 Conclusion
References
Exploring Teachers’ Capacity to Engage with Remote English Language Teaching Environments: The Interface Between Theory and Practice
1 Introduction
2 Literature Review
2.1 Barriers to Technology Use Pre-pandemic
2.2 Emergency Remote Teaching
2.3 Technological Pedagogical and Content Knowledge (TPACK)
2.4 Moving Forward with TPACK
3 Methodology
3.1 Participants
3.2 Instruments and Procedures
3.3 Data analysis
4 Findings
4.1 Moving Forward with TPACK
4.2 Teacher Support and Training
4.3 Teacher and Student Wellbeing
5 Discussion
5.1 Moving Forward with TPACK
5.2 Teacher Support and Training
5.3 Teacher and Student Wellbeing
6 Concluding Remarks and Further Research
Appendix: Open-Ended Questionnaire
References
Positive Surprises and Particular Struggles: A Case Study Exploring Students’ Adjustment to Emergency Online Learning and Associated Emotions
1 Introduction, Context, and Purpose
2 Literature Review
2.1 Role Adjustment
2.2 Synchronous Online Learning (SOL)
2.3 Emotions in Learning
3 Methodology
3.1 Context and Participants
3.2 Data Collection
3.3 Data Analysis
3.3.1 Coding: Role Adjustment
3.3.2 Coding: Emotions
4 Results and Discussion
4.1 Social
4.2 Teacher
4.3 Self
4.4 Course
4.5 Technology
4.6 Other
5 Conclusion and Pedagogical Implications
Appendix 1: Example of Coding
Appendix 2: Representative Examples of Students’ Comments for Each Role Adjustment Category and Associated Emotions
References
Students’ Perceptions of Digital Oral Skills Development in ESP University Students: Strengths and Weaknesses in Digital Communication in the COVID World
1 Introduction
2 Theoretical Framework
3 Method
3.1 Participants
3.2 Materials and Instruments
3.3 Procedures
4 Analysis of Results
4.1 ESP University Students’ Perceptions About Their Command of Digital Oral Skills
4.2 ESP University Students’ Perceptions About Their Strengths and Weaknesses When Building Effective Digital Oral Communication
5 Discussion and Conclusions
6 Pedagogical Implications
Appenxdix A
Oral Presentation Self-Assessment Sheet
References
Language MOOCs as an Emerging Field of Research: From Theory to Practice
1 Introduction
2 Openness and Social Language Learning
2.1 Social Learning
3 MOOCs and Language MOOCs
3.1 Best Practice in LMOOCs
3.1.1 LMOOC Types and Learning Scenarios
3.1.2 Key Elements and Functionalities in LMOOCs
4 Conclusions
References
A Model for Scaffolded Technology-Enhanced Oral Communicative Tasks
1 Introduction
2 Model Origins
3 Task-Based Language Teaching
4 Defining Technology-Mediated Tasks
5 Existing Technology-Mediated TBLT Models
6 Model for Scaffolded Technology-Enhanced Oral Communicative Tasks
7 Online TBLT Example Lesson Following the Model
7.1 Curricular Context
7.2 Course-Level and Module-Level Objectives (CLOs and MLOs)
7.3 Preliminary Asynchronous Task: Presentation of a Favorite Location and Items
7.4 Accompanying Task Support and Live Session Document
7.5 Core Task Synchronous Session: Online Shopping and Advice Giving (50 min)
7.6 Post-session Instructions
7.7 Post-session Asynchronous Follow-Up Task: Helping with and Making the Final Purchase Decision
7.8 Additional Follow-Up Ideas to the Core Synchronous Task
8 Additional Considerations
8.1 Language Focus
8.2 Assessment
8.3 Hybrid Course Adaptation
8.4 Time
8.5 Tools and Platforms
9 Conclusion
References
Transition to Online Assessment: Opportunities and Challenges for Language Lecturers in the EFL Tertiary Context
1 Introduction
2 Literature Review
3 Research Questions
4 Methodology
4.1 Research Design
4.2 Research Context and Participants
4.3 Data Collection and Procedure
5 Data Analysis
6 Results
7 Discussion
8 Conclusion and Implications
9 Further Research
References
Designing for Equity: Enhancing Opportunities for Online English Language Instruction via Universal Design and Accessible Instruction
1 Introduction
1.1 Accessibility, Equality, or Equity?
1.1.1 Why Does this Matter for Online English Instruction?
2 Literature on English Learners
2.1 Looking Forward
3 Principles of Inclusive, Accessible Design
3.1 Universal Design for Learning
3.1.1 UDL Principle: Provide Multiple Means of Engagement
3.1.2 UDL Principle: Provide Multiple Means of Representation
3.1.3 UDL Principle: Provide Multiple Means of Action and Expression
3.2 Technical Web Accessibility
3.3 Meeting Learners’ Needs
3.3.1 Learner Needs Schematics
3.3.2 Learner Needs
4 Opportunities for Implementing Equitable and Accessible Instructional Design for Online English Instruction
4.1 Educator Preparation
4.2 Accessible English Language Instruction and Assessment for Learning
4.3 Accessibility, Accommodations, and Assistive Technology for Online English Instruction
5 Conclusion and Implications
References
Part II: Practices and Future Envisions
Flipped Teaching Through a Massive Open Online Course and a Debate Project for Learners of English at University: A Case Study
1 Introduction
2 Participants
3 Instruments
4 Context and Distribution of Time
5 Teaching Approaches Implemented
5.1 Flipped Teaching
5.2 MOOC
5.3 The Debate Project
6 Results from the Surveys and Discussion
6.1 Pre-questionnaires
6.1.1 LMOOC
6.1.2 Debate
6.2 Post-questionnaires
6.2.1 LMOOC
6.2.2 Debate
6.2.3 Flipped Teaching
7 Conclusions
References
Exploring Moodle Effectiveness to Foster Online ESP During the COVID-19 Pandemic: An Analysis of Task Performance and Students’ Perceptions in Online Language Learning Contexts
1 Introduction
1.1 Higher Education and the COVID-19 Context
1.2 Digital Learning Tasks: WebQuests, TalenQuests, Cybertasks, and Lessons
1.3 Aim and Research Questions
2 Method
2.1 Participants
2.2 Measurement Instruments
2.3 Pedagogical Treatment
2.4 Data Collection and Analysis
3 Results and Discussion
4 Conclusions, Limitations, and Further Research
Appendix A: Lesson Sections Screenshots (Introduction and ACT)
References
Developing Speaking Proficiency in Online Courses Through Tabletop Role-Playing Games
1 Games and their Use in Language Learning
1.1 Games as a Tool for Building Motivation
1.2 Games as a Tool for Developing Linguistic and Communicative Skills
1.3 Types of Games for Language Learning
1.4 Criticism of Games for Language Learning
1.5 Adapting Games for Online Language Learning
1.6 Tabletop Role-Playing Games in Online Language Learning Contexts
2 Method
3 Results
4 Discussion
5 Conclusion
References
Digitalizing a Multimodal Genre-Based Approach to Teaching Elevator Pitch: Pedagogical Implications and Students’ Experiences
1 Introduction
2 A Multimodal Approach to Teaching Elevator Pitch Presentations
3 Methodology
3.1 Context
3.2 Instrument
4 Pedagogical Implementation
5 Students’ Learning Experience: Results and Discussion
6 Conclusion
References
Optimizing English Pronunciation of German Students Online and with Praat
1 Introduction
2 Theoretical Background
2.1 The Problem: The Production of /θ/ in German Learners of English
2.2 Praat and Its Role in Pronunciation Learning and Teaching
2.3 Further Methodological Considerations
3 The Exercise
3.1 General Introduction to Praat
3.2 The Specific Exercise
4 Discussion
5 Conclusion
References
Developing L2 Reading Skills: The Advantages of Teacher-Algorithm Collaboration in Digital Learning Games
1 Introduction
1.1 Literacy Skills
1.2 Serious Games
1.3 Algorithmic vs Teacher-Led Sequence
2 Research Questions
3 Methodology
3.1 The Context
3.2 Participants
3.3 Design
3.4 Adaptivity
3.5 Measurements
3.5.1 Quantitative Measurements: System-External Data
3.5.2 Quantitative Measurements: System-Internal Data
3.5.3 Qualitative Measurements: Teachers’ Interviews
3.6 Statistical Analysis
4 Results
4.1 Research Question 1
4.2 Research Question 2
5 Discussion
5.1 Research Question 1. Impact of the Sequence Gameplay Experience and Learning
5.2 Research Question 2. Teachers’ Perception of Design, Adaptivity, and Learning
6 Limitations
7 Conclusions
References
Assessing L2 English Skills in an Online Environment: What Can This Look Like and How to Assess L2 English Writing Skills?
1 Introduction
2 Literature Review
2.1 The Need for an Online Assessment Tool
2.2 Assessing Writing
2.2.1 Two Holistic, Comparative Approaches: Comparative Judgment and Benchmark Texts
3 Context of the Study
4 Research Question 1
4.1 Methodology
4.1.1 Instruments and Procedure
4.1.2 Participants
4.1.3 Analysis
4.2 Results
5 Research Question 2
5.1 Study 1
5.1.1 Methodology
5.1.2 Results
5.2 Study 2
5.2.1 Methodology
5.2.2 Results
6 Discussion
7 Conclusion
Appendix
Appendix A: Teacher questionnaire
Appendix B: Benchmark texts and descriptors for all levels
References
Using Speech-to-Text Applications for Assessing English Language Learners’ Pronunciation: A Comparison with Human Raters
1 Background of ASR and STT Technology
2 STT Technology in EFL Classroom
3 Constraints of STT Technology
4 A Study on Adult NNS Speech Recognition: Current Experiment Research Findings
4.1 Applications Analyzed in the Study
4.2 Accuracy of Pronunciation Assessment with STT Applications
4.2.1 Effect of Speech Task on Transcription Accuracy
4.2.2 Effect of Pronunciation Features on Transcription Accuracy
4.3 Reliability of Pronunciation Assessment with STT Applications
4.3.1 Correlation Between STT Application Evaluation and Human Rater Evaluation of NNS Pronunciation
4.3.2 Proficiency Level (CEFR) in the Context of Speech Assessment
4.4 Summary of Results
5 Practical Advice for Using STT Technology
6 Conclusion
References
A Checklist Proposal for Assessing the Potential of Language Teaching Apps
1 Introduction
2 Theoretical Background and Literature Review
2.1 Types of Mobile Apps
2.2 Using Apps for Language Learning and Teaching: Advantages and Disadvantages
2.3 Apps Evaluation Rubrics in Literature
3 Checklist Proposal
4 Conclusions
Appendix
References