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Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Dennis Foung, Julia Chen, Linda Lin Pages: 1 - 25 Abstract: With the outbreak of COVID-19 in 2020, many universities shifted to online teaching. However, some online instruction had already been implemented well before the pandemic. This study investigates (1) how engagement in blended CALL activities differed during the pandemic, and (2) in what ways the assessment outcomes were associated with student engagement during the pandemic. The study was conducted in an English for academic purposes (EAP) course at a Hong Kong university that had already implemented blended learning for several years. Adopting an analytics-based approach, 469,286 data logs in a learning management system were analyzed to measure students’ engagement and their respective self-directed behavior. The retrieved student data covered the time both before and during the pandemic. Our findings reveal that students were primarily engaged for assessment purposes; however, those in the pandemic cohort demonstrated better self-directed behavior, such as early and regular engagement. Although the results indicated a relatively strong association between student engagement and course outcomes, the students during the pandemic seem to have managed their learning more effectively. PubDate: 2022-01-04 DOI: 10.1558/cj.19666 Issue No:Vol. 39, No. 1 (2022)
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Authors:Ellen Yeh, Grace Y. Choi, Yonty Friesem Pages: 26 - 52 Abstract: This study focuses on the social presence framework (Rourke et al., 2001), in order to examine the ways that university-level international students develop social interaction and support in a virtual asynchronous learning community in an online class during the COVID-19 pandemic. English language learners (ELLs) participated in weekly online exchanges on a video discussion platform called Flipgrid in the form of oral dialogue journals for reflection on their academic learning and experiences during these disruptive times. These ELLs’ video journals and peer responses (N = 198) were collected for content analysis, in order to investigate how the use of video-based asynchronous computer-mediated communication (ACMC) can establish positive social and emotional support and a sense of community. The findings of the study indicate that ACMC was successful in establishing interconnectedness in terms of high levels of selfdisclosure, positive facial expressions, and other indicators of social and emotional support, demonstrating social presence. Implications of the findings are discussed in terms of how social presence is expressed and fostered in videobased ACMC communities during emergency remote teaching. PubDate: 2022-01-04 DOI: 10.1558/cj.19647 Issue No:Vol. 39, No. 1 (2022)
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Authors:Jillian M. Conry, Ann M. Wernick, Paige Ware Pages: 53 - 78 Abstract: Across the globe, the emergence of COVID-19 led to widespread, sudden suspension of in-person instruction, displacing more than 1.5 billion learners (Capilla et al., 2020). Addressing the gap in research on emergency remote teaching (ERT), this empirical study draws on insights from semi-structured interviews with 10 in-service and five pre-service teachers, who navigated the transition both as K–12 teachers and graduate students, participating in weekly mentoring for English language learners, online curricular modules, face-to-face discussions (until the transition to ERT), mixed-reality simulation teaching with coaching, and written reflections. Using a sensemaking theoretical framework, our study examines the following questions: (1) What were the main challenges and opportunities of ERT as experienced by this cohort of language teachers' (2) How did the dual role of being a K–12 teacher and graduate student provide a unique lens for navigating these challenges and opportunities' (3) What tools or supports helped these language teachers through the transition to ERT' Thematic analysis revealed three themes (emotion, shared meaning, and technology) and illuminated connection as an overarching theme. Findings suggest that the experience of navigating the transition from both positions led to greater empathy, increased facility using technology, and a growing support network of fellow teacher-learners. PubDate: 2022-01-04 DOI: 10.1558/cj.19668 Issue No:Vol. 39, No. 1 (2022)
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Authors:Michele Back, Virginia Zavala, Raiza Franco Pages: 79 - 102 Abstract: Although the COVID-19 pandemic has profoundly affected K–12 education worldwide, Peru has faced particularly unique challenges. A combination of quarantine requirements and unequal access to remote learning technology led to the creation of a series of multimodal programs by Peru’s Ministry of Education under the umbrella title Aprendo en Casa [I Learn at Home]. Modules for preschool, primary, and secondary grades are broadcast via national television and radio networks, as well as posted on YouTube in an attempt to reach as many learners in the country as possible. In this article, we focus on Aprendo en Casa’s radio broadcasts for Spanish as a second language (SL2). Our data comprise transcribed SL2 radio broadcasts, educational materials, and interviews with primary school teachers. Findings indicate that a lack of access to technology in rural areas, even for radio broadcasts, is inscribed in historical inequities and ideologies regarding the rural population, exacerbating the so-called “digital divide” and complicating the traditionally dichotomous perspective on this divide. We highlight student and parent difficulties with access and technological know-how, as well as some of the creative ways that teachers provided access to the curriculum for students and family members, often at risk to their own health and finances. We conclude with suggestions for improving research and practice in emergency distance language education for marginalized populations. PubDate: 2022-01-04 DOI: 10.1558/cj.19665 Issue No:Vol. 39, No. 1 (2022)
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Authors:J. Elliott Casal Pages: 103 - 107 Abstract: Academic Writing with Corpora: A Resource Book for Data-Driven Learning Tatyana Karpenko-Seccombe New York: Routledge US $ 44.95 ISBN 9780367181789 (Hardback) 217 pages PubDate: 2022-01-04 DOI: 10.1558/cj.18965 Issue No:Vol. 39, No. 1 (2022)
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Authors:Kathryn Murphy-Judy Pages: 108 - 112 Abstract: Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation Daria Mizza and Fernando Rubio Cambridge: Cambridge University Press US $ 110 ISBN 9781108420785 (Hardback) 300 pages 2020 PubDate: 2022-01-04 DOI: 10.1558/cj.21049 Issue No:Vol. 39, No. 1 (2022)
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Authors:Ananda Astrini Muhammad Pages: 113 - 117 Abstract: Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology Edited by Carl S. Blyth and Joshua J. Thoms Blue Ridge Summit: Multilingual Matters US $ 39.95 ISBN 9781800410985 (Hardback) 288 pages 2021 PubDate: 2022-01-04 DOI: 10.1558/cj.20231 Issue No:Vol. 39, No. 1 (2022)
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