Strategising with Presence: An Action Research Study on Enhancing English Language Learners’ Production and Perceptions in Blackboard and Flip (Published)
This second-cycle action research study examines the effects of cultivating social, cognitive, and teaching presence on the productive skills and perceptions of English language learners (ELLs) in virtual learning environments (VLEs). Within the context of King Abdulaziz University’s (KAU) Foundation Year English program, this research examines the challenges associated with online engagement and the quality of student-produced materials in the post-COVID-19 era. Following Norton’s (2009) ITDEM action research model, the researcher, in their capacity as an embedded practitioner, engaged in collaborative work with 76 ELLs (a subset of 30 for core activities and 4 for interviews). Data collection methods included questionnaires (n=30), Blackboard posts (n=47), Flip videos (n=19), and semi-structured interviews (n=4). The analysis employed descriptive statistics, second-language learners (L2) error analysis, and thematic analysis, drawing upon the SOLO Taxonomy (Biggs & Collis, 1982) and the Community of Inquiry (CoI) framework (Garrison et al., 2000). The study demonstrates that ELLs viewed VLEs favourably, exhibiting increased comfort and improved communication skills as a result. Although the quality of posts varied and some instances of plagiarism were observed, Flip videos displayed a demonstrably higher level of originality and intellectual depth. Examination of errors indicated systematic difficulties for L2. ELLs’ reflections revealed prevalent themes of power, complex online roles, and a yearning for meaningful online pedagogical experiences. This research highlights the crucial role of teaching presence in fostering both cognitive and social engagement with presence, thereby supporting the implementation of constructivist pedagogical strategies within online English as a Foreign Language (EFL) environments. A discussion of the impact on KAU’s e-learning strategies and future action research initiatives is provided.
Keywords: Action Research, English language learners, Power, community of inquiry, flip, presence, solo taxonomy
Peer Teaching for Peer Learning and Sharing: A study on students’ attitudes towards implementing peer teaching and learning in the ESL classroom at the University of Technology and Applied Sciences (Published)
The study reports on a collaborative peer teaching experiment conducted with a small group of English language students in a writing class at the University of Technology and Applied Sciences in Oman to assess the effectiveness of peer teaching in enhancing student engagement and learning. The study involved surveying students’ experience of teaching their peers and being taught by them in an academic writing class. The survey questionnaire comprised four sections, the first three of which employed a Likert scale where ‘1’ indicated the most affirmative response, while the fourth section was for descriptive data. The findings indicated that students have a positive perception of peer teaching and peer learning, although it appeared that they were more enthusiastic about their role as a peer teacher than as a peer learner. Moreover, the positive response of students towards the potential of peer teaching in promoting autonomous learning satisfied a prime feature of sustainable learning in terms of creating ‘learning that lasts. (Graham, Berman & Bellert, 2015).
Keywords: English language learners, collaborative peer teaching, peer learning, student engagement, sustainable learning