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Teachers' perceptions of using web-b...

Ward, Liang Lin.

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Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction./
作者:	Ward, Liang Lin.
面頁冊數:	230 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722621
ISBN:	9781339048284

Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction.
Ward, Liang Lin.

Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction. - 230 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2015.

Videoconferencing technologies affect language learning both positively and negatively. However, very few studies (Arango, 2012; Bojanova & Pang, 2010; Lou, 2012) have examined the effects of WebEx videoconferencing in distance learning and even fewer have targeted the area of ESL/EFL. Using Ginsburg's (1989a, 1989b) narrative approach and Miles, Huberman and Saldana's (2014) strategies of cross-case analysis for gathering and analyzing data, this qualitative design study explored teachers' perceptions on the use of WebEx videoconferencing in teaching the English language to adult learners at remote locations. Semi-structured interviews with 9 open-ended questions were used for collecting data. Participants consisted of 11 instructors who had used the WebEx videoconferencing system to teach adult ESL/EFL students in the cyber English language learning program run by the Center for Continuing Education at Texas A&M University-Kingsville, Kingsville, Texas. Individual interviews were conducted and completed during the spring semester of 2015.

ISBN: 9781339048284Subjects--Topical Terms:

2122778
Bilingual education.

Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction.
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245 1 0 $a Teachers' perceptions of using web-based videoconferencing for adult virtual English language instruction.
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500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Roberto Torres.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2015.
520 $a Videoconferencing technologies affect language learning both positively and negatively. However, very few studies (Arango, 2012; Bojanova & Pang, 2010; Lou, 2012) have examined the effects of WebEx videoconferencing in distance learning and even fewer have targeted the area of ESL/EFL. Using Ginsburg's (1989a, 1989b) narrative approach and Miles, Huberman and Saldana's (2014) strategies of cross-case analysis for gathering and analyzing data, this qualitative design study explored teachers' perceptions on the use of WebEx videoconferencing in teaching the English language to adult learners at remote locations. Semi-structured interviews with 9 open-ended questions were used for collecting data. Participants consisted of 11 instructors who had used the WebEx videoconferencing system to teach adult ESL/EFL students in the cyber English language learning program run by the Center for Continuing Education at Texas A&M University-Kingsville, Kingsville, Texas. Individual interviews were conducted and completed during the spring semester of 2015.
520 $a The research questions guiding this study were: (a) how do teachers perceive the use of WebEx videoconferencing for adult virtual English language instruction; (b) what are the preferred WebEx features that teachers use for adult virtual English language instruction; and (c) what practices do teachers use to reduce isolation and andragogy effects. Comparing teachers' perceptions with the related literature, coded data were grouped into 8 themes for answering research problems and research questions. The paramount findings revealed that: (a) teachers perceived both strengths and weaknesses of WebEx videoconferencing on virtual English language instruction; (b) teachers explored 28 effects that WebEx brought to virtual English language instruction; and (c) teachers adopted some applicable practices to deal with students' problems of feeling isolated and reduce andragogy effects in videoconference-supported learning environments. Focusing on distance teaching and learning, English language instruction, teaching with technology and web-based instruction, the knowledge base of this study is expected to benefit the readers, such as teachers working with second language learners, distance learning educators, researchers, school districts, community colleges and English language centers/institutes.
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