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Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)
ReCALL ( IF 4.6 ) Pub Date : 2017-10-02 , DOI: 10.1017/s095834401700026x
Ju Seong Lee , Yuji Nakamura , Randall Sadler

Despite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.

中文翻译:

视频会议嵌入式课堂 (VEC) 对学习者对英语作为国际语言 (EIL) 认知的影响

尽管关于英语作为国际语言(EIL)教学的研究积累了很多,但很少有人对如何实施 EIL 课堂提供详细的概述,并且进行的实证研究也更少。2015 年春季学期,日本某大学的 21 名大学生参加了这项研究。作为教学干预的视频会议嵌入式课堂(VEC)实施了 14 周:(1)视频会议前的任务(即阅读和演示) /讨论 EIL 问题)(11 周),(2)视频会议期间的任务(即与来自三个圈子国家的 EIL 专家在线互动)(2 周),以及(3)视频会议后的任务(即撰写/展示期末考试)关于 EIL 问题的论文)(1 周)。使用由问卷组成的混合研究方法,2014 年春季(无 VEC)和 2015 年春季(有 VEC)的课后课后评估和课堂观察发现,VEC 具有重要的教学优势,因为它创造了一个交互式学习环境并加深了对 EIL 内容的理解。此外,81% 的参与者对 EIL 有积极的看法。在教学法上,从业者可以在教学层面使用 VEC 教学法实施 EIL 理念。从理论上讲,它还可以为该领域增加新的实证发现,这可能有助于弥合理论与实践之间的差异。81% 的参与者对 EIL 有积极的看法。在教学法上,从业者可以在教学层面使用 VEC 教学法实施 EIL 理念。从理论上讲,它还可以为该领域增加新的实证发现,这可能有助于弥合理论与实践之间的差异。81% 的参与者对 EIL 有积极的看法。在教学法上,从业者可以在教学层面使用 VEC 教学法实施 EIL 理念。从理论上讲,它还可以为该领域增加新的实证发现,这可能有助于弥合理论与实践之间的差异。
更新日期:2017-10-02
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