外语教师对虚拟课堂的认知

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-01-01 DOI:10.4018/ijcallt.291112

Merilyn Meristo, Aleksandra Ljalikova, Aigi Heero

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引用次数: 0

摘要

本研究调查了新冠肺炎封锁期间外语教师在虚拟课堂的体验。样本包括405名外语教师，他们参与了调查，旨在衡量外语教师对TPACK、虚拟课堂活动、在线自我效能感、学生参与度和遇到障碍的看法。研究结果表明，在偏远地区工作的教师较少进行虚拟课堂活动，因此认为学生的在线参与度较低。本文讨论了外语教师在外语教学方面的差异，即所教外语之间存在着学生在线参与度的差异，以及所教外语所导致的虚拟课堂活动的差异。此外，学校阶段对外语教师的网络自我效能感有预测作用，教师对TPACK的感知与学校规模存在关系。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Foreign Language Teacher Perceptions of the Virtual Classroom

This study investigated foreign language (FL) teachers’ experiences of the virtual classroom during COVID-19 lockdown. The sample consisted of 405 FL teachers who participated in the survey which aimed to measure FL teachers’ perceptions of TPACK, virtual classroom activities, online self-efficacy, student engagement and encountered obstacles. The findings indicate that teachers working in remote areas practice fewer virtual classroom activities and thus perceive low student online engagement. The article discusses the differences between FL teachers regarding the FL they teach, i.e., differences in student online engagement exist between the FL taught, and differences in virtual classroom activities depend on the FL taught. In addition, school stage predicts FL teachers’ online self-efficacy and the relationship between teachers’ perceptions of TPACK and school size exists.

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.