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Online Teaching among World Language Teachers: What Affects Teaching Practices?
PROCEEDINGS

, , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online teaching and learning have become widespread with the emerging of the Internet and new technologies. Online environments, however, create new challenges with regard to what teaching approaches are appropriate, and this is especially the case for language courses. Using survey and interview data, this study examines online language teachers’ teaching practices and perceptions toward online teaching in a virtual high school in the United States. The findings suggest that teachers’ self-efficacy and teaching experiences significantly predict their teaching practices in online language courses; and that Chinese-language teachers exhibit significantly better teaching practices than teachers of other world languages. The study also included an examination of the benefits and challenges of online language teaching from the teachers’ perspective, the results of which could be useful to other online language teachers and researchers, and point the way to improvements in teacher education

Citation

Zheng, B., Lin, C.H. & Romig, N. (2015). Online Teaching among World Language Teachers: What Affects Teaching Practices?. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1523-1530). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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