Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Educational Action Research Pub Date : 2023-01-01 DOI:10.1080/09650792.2023.2165522

Diana Aljahromi, Sahbi Hidri

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Abstract

ABSTRACT Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students’ critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students’ preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.

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在行动研究中运用批判性反思增强学生在线英语学习情境中的互动性

在2019冠状病毒病后向数字化教学的范式转变中，在线互动作为学习者和教师之间即时和延迟学习方面的概念化有效性似乎为缺乏面对面互动提供了解决方案。本行动研究性研究调查了批判性反思对在线课程中学生之间互动性增强的影响，这些学生在黑板上进行了不同的每周反思和批判性异步讨论。该研究采用课堂循环行动研究方法，在三个月的时间里提高学生的批判性反思能力。参与者是49名主修英语语言文学的巴林本科生。研究结果显示，让学生参与批判性反思讨论可以增强他们在讨论区的互动性，并减少沟通障碍。学生对教学方法的偏好改变为支持使用在线批判性反思性讨论。研究结果支持在英语作为外语(EFL)学习环境中整合批判性反思讨论，并为巴林和更广泛地区的教育工作者和决策者提供有益的启示。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.