Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 4 Sayı: 1, 15 - 29, 17.12.2022
https://doi.org/10.55078/lantec.1152545

Öz

Kaynakça

  • Akbana, Y. E., & Dikilitaş, K. (2022). EFL teachers’ sources of remote teaching anxiety: Insights and implications for EFL teacher education. Acta Educationis Generalis, 12(1), 157-180.
  • Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Paz, S. M., Rizzuto, M., ... & Sawyers, U. (2006). Best practices in synchronous conferencing moderation. The International Review of Research in Open and Distributed Learning, 7(1).
  • Andrade, M. S. (2017). Online English language learning: Theory-based course design and pedagogy. Journal of Education and Training Studies, 5(3), 1-10.
  • Ascough, R. S. (2002). Designing for online distance education: Putting pedagogy before technology. Teaching theology and religion, 5(1), 17-29.
  • Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198.
  • Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1-41.
  • Blake, R. (2008). Distance learning for second and foreign language teaching. Encyclopedia of language and education, 4, 365-376.
  • Brinthaupt, T. M., Fisher, L. S., Gardner, J. G., Raffo, D. M., & Woodward, J. B. (2011). What the best online teachers should do. MERLOT Journal of Online Learning and Teaching, 7(4).
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
  • Dhivyadeepa, E. (2015). Sampling Techniques in Educational Research. Lulu. com.
  • Erol, S., & Aydın, E. (2021). Digital Literacy Status of Turkish Teachers. International Online Journal of Educational Sciences, 13(2).
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Fink, A. (2015). How to conduct surveys: A step-by-step guide. Sage Publications.
  • Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American educational research journal, 6(2), 207-226.
  • Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 2396.
  • Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-103.
  • Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2), 166-185.
  • Guichon, N. (2010). Preparatory study for the design of a desktop video-conferencing platform for synchronous language teaching. Computer Assisted Language Learning, 23(2), 169-182.
  • Haythornthwaite, C., & Kazmer, M. M. (2002). Bringing the Internet home. The Internet in everyday life, 431-463.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55.
  • Johnson, T., Wisniewski, M. A., Kuhlemeyer, G., Isaacs, G., & Krzykowski, J. (2012). Technology adoption in higher education: Overcoming anxiety through faculty bootcamp. Journal of Asynchronous Learning Networks, 16(2), 63-72.
  • Juárez-Díaz, C., & Perales, M. (2021). Language Teachers’ Emergency Remote Teaching Experiences during the COVID-19 Confinement. Profile: Issues in Teachers' Professional Development, 23(2), 121-135.
  • Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3), JCMC1032.
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
  • Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.
  • Kilgour, P., Reynaud, D., Northcote, M., McLoughlin, C., & Gosselin, K. P. (2019). Threshold concepts about online pedagogy for novice online teachers in higher education. Higher Education Research and Development, 38(7), 1417-1431.
  • Kreber, C., & Kanuka, H. (2006). The scholarship of teaching and learning and the online classroom. Canadian Journal of University Continuing Education, 32(2).
  • Lawshe, C. H. (1975). A quantitative approach to content validity 1. Personnel psychology, 28(4), 563-575. Lin, H., Dyer, K., & Guo, Y. (2012). Exploring online teaching: A three-year composite journal of concerns and strategies from online instructors. Online Journal of Distance Learning Administration, 12.
  • Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-176.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352.
  • McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).
  • McCroskey, J. C. (1984). The communication apprehension perspective. In J.A. Daly & J.C. McCroskey (Eds.), Avoiding communication: Shyness, reticence and communication apprehension (pp. 13-38). Beverly Hills, CA: Sage.
  • Moore, M. G. (1990). Background and overview of contemporary American distance education. Contemporary issues in American distance education, 12-26.
  • Murphy, E., Rodríguez‐Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583-591.
  • Natriello, G. (2005). Modest changes, revolutionary possibilities: Distance learning and the future of education. Teachers College Record, 107(8), 1885.
  • Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distributed Learning, 8(1).
  • Picciano, A. G. (2001). Distance learning: Making connections across virtual space and time. Merrill Prentice Hall.
  • Regan, K., Evmenova, A., Baker, P., Jerome, M. K., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in online learning environments: Identifying and regulating emotions. The Internet and Higher Education, 15(3), 204-212.
  • SAGE (2019). Learn to use an exploratory sequential mixed method design for instrument development. SAGE Research Methods Datasets Part 2, SAGE Publications.
  • Veneziano, L., & Hooper, J. (1997). A Method for Quantifying Content Validity of Health-Related Questionnaires. American Journal of Health Behaviour, 21(1), 67-70.
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International journal of educational management.
  • YÖK (2020). Üniversitelerde uygulanacak uzaktan eğitime ilişkin açıklama. Retrieved April 25, 2020 from https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx.

An Investigation into English Instructors’ Anxiety In Synchronous Online Teaching Platforms

Yıl 2022, Cilt: 4 Sayı: 1, 15 - 29, 17.12.2022
https://doi.org/10.55078/lantec.1152545

Öz

Owing to the Covid-19 outbreak, all universities in Türkiye were closed for the spring term of the 2019-2020 academic year and there was a sudden and obligatory shift to distance education. This study aims to investigate the feelings of English instructors assigned to give synchronous online lessons at a university during emergency remote teaching to explore the reasons for their anxiety and whether their feelings and sources of anxiety differ according to age and years of teaching experience. As for the method, a sequential exploratory mixed-method research design was employed. Initially, semi-structured interviews were conducted with seven English instructors, and the data were analyzed through content analysis. Then, a questionnaire was developed based on the findings obtained from the interviews and the relevant literature. Sixty-three English instructors responded to the questionnaire, and SPSS was used to analyze the quantitative data. Both qualitative and quantitative findings indicated that sudden conversion to remote teaching created anxiety, and negative feelings were dominant in the beginning. Sense of inadequacy, lack of interaction opportunities, and fear of not being able to meet students’ needs were found to be the major causes for the instructors’ concerns. The results obtained from the study may offer clues to improve the effectiveness of synchronous online education and professional development activities for English instructors.

Kaynakça

  • Akbana, Y. E., & Dikilitaş, K. (2022). EFL teachers’ sources of remote teaching anxiety: Insights and implications for EFL teacher education. Acta Educationis Generalis, 12(1), 157-180.
  • Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Paz, S. M., Rizzuto, M., ... & Sawyers, U. (2006). Best practices in synchronous conferencing moderation. The International Review of Research in Open and Distributed Learning, 7(1).
  • Andrade, M. S. (2017). Online English language learning: Theory-based course design and pedagogy. Journal of Education and Training Studies, 5(3), 1-10.
  • Ascough, R. S. (2002). Designing for online distance education: Putting pedagogy before technology. Teaching theology and religion, 5(1), 17-29.
  • Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198.
  • Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1-41.
  • Blake, R. (2008). Distance learning for second and foreign language teaching. Encyclopedia of language and education, 4, 365-376.
  • Brinthaupt, T. M., Fisher, L. S., Gardner, J. G., Raffo, D. M., & Woodward, J. B. (2011). What the best online teachers should do. MERLOT Journal of Online Learning and Teaching, 7(4).
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE.
  • Dhivyadeepa, E. (2015). Sampling Techniques in Educational Research. Lulu. com.
  • Erol, S., & Aydın, E. (2021). Digital Literacy Status of Turkish Teachers. International Online Journal of Educational Sciences, 13(2).
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
  • Fink, A. (2015). How to conduct surveys: A step-by-step guide. Sage Publications.
  • Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American educational research journal, 6(2), 207-226.
  • Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers’ cognitions about online teaching to tide over COVID-19. Frontiers in Psychology, 11, 2396.
  • Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-103.
  • Guichon, N. (2009). Training future language teachers to develop online tutors’ competence through reflective analysis. ReCALL, 21(2), 166-185.
  • Guichon, N. (2010). Preparatory study for the design of a desktop video-conferencing platform for synchronous language teaching. Computer Assisted Language Learning, 23(2), 169-182.
  • Haythornthwaite, C., & Kazmer, M. M. (2002). Bringing the Internet home. The Internet in everyday life, 431-463.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4), 51-55.
  • Johnson, T., Wisniewski, M. A., Kuhlemeyer, G., Isaacs, G., & Krzykowski, J. (2012). Technology adoption in higher education: Overcoming anxiety through faculty bootcamp. Journal of Asynchronous Learning Networks, 16(2), 63-72.
  • Juárez-Díaz, C., & Perales, M. (2021). Language Teachers’ Emergency Remote Teaching Experiences during the COVID-19 Confinement. Profile: Issues in Teachers' Professional Development, 23(2), 121-135.
  • Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3), JCMC1032.
  • Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
  • Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104.
  • Kilgour, P., Reynaud, D., Northcote, M., McLoughlin, C., & Gosselin, K. P. (2019). Threshold concepts about online pedagogy for novice online teachers in higher education. Higher Education Research and Development, 38(7), 1417-1431.
  • Kreber, C., & Kanuka, H. (2006). The scholarship of teaching and learning and the online classroom. Canadian Journal of University Continuing Education, 32(2).
  • Lawshe, C. H. (1975). A quantitative approach to content validity 1. Personnel psychology, 28(4), 563-575. Lin, H., Dyer, K., & Guo, Y. (2012). Exploring online teaching: A three-year composite journal of concerns and strategies from online instructors. Online Journal of Distance Learning Administration, 12.
  • Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-176.
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352.
  • McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).
  • McCroskey, J. C. (1984). The communication apprehension perspective. In J.A. Daly & J.C. McCroskey (Eds.), Avoiding communication: Shyness, reticence and communication apprehension (pp. 13-38). Beverly Hills, CA: Sage.
  • Moore, M. G. (1990). Background and overview of contemporary American distance education. Contemporary issues in American distance education, 12-26.
  • Murphy, E., Rodríguez‐Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583-591.
  • Natriello, G. (2005). Modest changes, revolutionary possibilities: Distance learning and the future of education. Teachers College Record, 107(8), 1885.
  • Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies: Challenges and pedagogical implications. The International Review of Research in Open and Distributed Learning, 8(1).
  • Picciano, A. G. (2001). Distance learning: Making connections across virtual space and time. Merrill Prentice Hall.
  • Regan, K., Evmenova, A., Baker, P., Jerome, M. K., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in online learning environments: Identifying and regulating emotions. The Internet and Higher Education, 15(3), 204-212.
  • SAGE (2019). Learn to use an exploratory sequential mixed method design for instrument development. SAGE Research Methods Datasets Part 2, SAGE Publications.
  • Veneziano, L., & Hooper, J. (1997). A Method for Quantifying Content Validity of Health-Related Questionnaires. American Journal of Health Behaviour, 21(1), 67-70.
  • Volery, T., & Lord, D. (2000). Critical success factors in online education. International journal of educational management.
  • YÖK (2020). Üniversitelerde uygulanacak uzaktan eğitime ilişkin açıklama. Retrieved April 25, 2020 from https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Çalışmaları, Alan Eğitimleri
Bölüm Original Article
Yazarlar

Gülin BALIKCIOĞLU AKKUŞ 0000-0002-9680-1552

Murat AKKUŞ 0000-0003-1295-8470

Eda YAPICI 0000-0002-0373-2819

Yayımlanma Tarihi 17 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 1

Kaynak Göster

APA BALIKCIOĞLU AKKUŞ, G., AKKUŞ, M., & YAPICI, E. (2022). An Investigation into English Instructors’ Anxiety In Synchronous Online Teaching Platforms. Language and Technology, 4(1), 15-29. https://doi.org/10.55078/lantec.1152545

Language and Technology