Jump to ContentJump to Main Navigation
Show Summary Details
More options …

 

Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

Online
ISSN
2191-6128
See all formats and pricing
Online
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 49.00 / US$ 74.00 / GBP 40.00*
Print
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Print + Online
Institutional Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
Individual Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
*Prices in US$ apply to orders placed in the Americas only. Prices in GBP apply to orders placed in Great Britain only. Prices in € represent the retail prices valid in Germany (unless otherwise indicated). Prices are subject to change without notice. Prices do not include postage and handling if applicable. RRP: Recommended Retail Price.
More options …

The interplay between attention, experience and skills in online language teaching

Lijing Shi / Ursula Stickler / Mair E. Lloyd
Published Online: 2017-05-09 | DOI: https://doi.org/10.1515/cercles-2017-0007

30,00 € / $42.00 / £23.00

Get Access to Full Text

Abstract

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers’ thoughts and actions during online tutorials. Taking a sociocultural perspective, this study explores the interplay between the attention focus of language teachers during synchronous online tutorials and their reflections on their own teaching practices. Eyetracking data show that patterns of attention focus on different areas of the screen (representing technical facilities, social interaction and content) are related to practitioners’ experience in online teaching including familiarity with a particular platform. In particular, those with less online teaching experience display greater attention to technical areas than their more experienced colleagues. These findings are confirmed in the teachers’ reflective interviews, stimulated by watching gazeplot videos of their online tutorials. Their reflections also yield deeper insight into reasons for particular actions. Thematic analysis was used to relate the reflections on teaching strategies to the levels of online teaching skills (Hampel and Stickler 2005, New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311–326). Our research has extended Bax’s normalisation (2003, CALL – past, present and future. System 31(1). 13–28. doi: 10.1016/s0346-251x(02)00071-4) of the use of technology in face-to-face classroom learning into online learning environments. Mirroring the ontogenetic development of increasing digitalisation, teachers in online environments appropriate the skills necessary to free cognitive resources for attending to social and pedagogic aspects of their teaching.

Keywords: eyetracking; online synchronous language teaching; online teaching skills; attention focus; reflection

References

  • Bax, S. 2003. CALL – past, present and future. System 31(1). 13–28. doi:CrossrefGoogle Scholar

  • Cutrim Schmid, E. & S. Whyte. 2012. Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies. Language Learning & Technology 16(2). 65–86.Google Scholar

  • Daniels, H. 2007. Pedagogy. In H. Daniels, M. Cole & J. Wertsch (eds.), Cambridge companion to Vygotsky, 307–332. New York: Cambridge University Press.Google Scholar

  • Dede, C., D. J. Ketelhut, P. Whitehouse, L. Breit & E. McCloskey. 2009. A research agenda for online teacher professional development. Journal of teacher education 60(1). 8–19.Web of ScienceGoogle Scholar

  • Dougiamas, M. 1998. A journey into Constructivism https://dougiamas.com/archives/a-journey-into-constructivism/(accessed 6 March 2017).

  • Farrell, T. S. C. 2013. Reflecting on ESL teacher expertise: A case study. System 41. 1070–1082.Google Scholar

  • Fong, A., D. Hoffman & R. M. Ratwani. 2016. Making sense of mobile eye-tracking data in the real-world: A human-in-the-loop analysis approach. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60(1). 1569–1573. doi:CrossrefGoogle Scholar

  • Gass, S. M. & A. Mackey. 2000. Stimulated recall methodology in second language research. London: Routledge.Google Scholar

  • Gatbonton, E. 1999. Investigating novice and experienced esl teacher differences: Implications for teacher training. Japan Association for Language Teaching (JALT) Journal 23(6). http://jalt-publications.org/tlt/articles/2539-investigating-novice-and-experienced-esl-teacher-differences-implications-teacher-(accessed 6 March 2017).

  • Goodfellow, R. & M. R. Lea. 2007. Challenging E-learning in the University. Maidenhead: SRHE/Open University Press.Google Scholar

  • Guichon, N. 2009. Training future language teachers to develop online tutor’s competence through reflective analysis. ReCALL 21(2). 166–185.Google Scholar

  • Hampel, R. 2009. Training teachers for the multimedia age: Developing teacher expertise to enhance online learner interaction and collaboration. International Journal of Innovation in Language Learning and Teaching 3(1). 35–50.Google Scholar

  • Hampel, R. & B. de los Arcos. 2013. Interacting at a distance: A critical review of the role of ICT in developing the learner-context interface in a university language programme. Innovation in Language Learning and Teaching 7(2). 158–178.Google Scholar

  • Hampel, R. & U. Stickler. 2005. New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311–326.Google Scholar

  • Hampel, R. & U. Stickler. 2012. The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL 24(2). 116–137.Google Scholar

  • Hampel, R. & U. Stickler. 2015. Introduction: From teacher training to self-reflective practice. In R. Hampel & U. Stickler (eds.), Developing online language teaching: Research-based pedagogies and reflective practices, 1–11. Basingstoke: Palgrave Macmillan.Google Scholar

  • Jacob, R. J. & K. S. Karn. 2003. Eye tracking in human-computer interaction and usability research: Ready to deliver the promises. In R. Radach, J. Hyona & H. Deubel (eds.), The mind’s eye: Cognitive and applied aspects of eye movement research, 573–605. Amsterdam: Elsiever Science.Google Scholar

  • Just, M. A. & P. A. Carpenter. 1980. A theory of reading: From eye fixations to comprehension. Psychological Review 87. 329–354.CrossrefGoogle Scholar

  • Koehler, M. J. & P. Mishra. 2009. What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education 9(1). 60–70.Google Scholar

  • Korthagen, F. 2016. Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and Teaching 23(4). 1–19.Google Scholar

  • Lantolf, J. P. 2000. Introducing sociocultural theory. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 1–26. Oxford: Oxford University Press.Google Scholar

  • Lantolf, J. P. & S. L. Thorne. 2007. Sociocultural theory and second language learning. In B. VanPatten & J. Williams (eds.), Theories in second language acquisition, 201–224. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

  • Leow, R. P., S. Grey, S. Marijuan & C. Moorman. 2014. Concurrent data elicitation procedures, processes, and the early stages of L2 learning: A critical overview. Second Language Research 30(2). 111–127.Google Scholar

  • Levy, M., P. Hubbard, G. Stockwell & J. Colpaert. 2015. Research challenges in CALL. Computer Assisted Language Learning 28(1). 1–6.Google Scholar

  • Levy, M. & C. Kennedy. 2004. A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning. Language Learning & Technology 8(2). 50–68.Google Scholar

  • Levy, M., Y. Wang & N.-S. Chen. 2009. Developing the skills and techniques for online language teaching: A focus on the process. Innovation in Language Learning and Teaching 3(1). 17–34.Google Scholar

  • Mercer, N. 2000. Words and minds: How we use language to think together. London: Routledge.Google Scholar

  • Messmer, R. 2015. Stimulated Recall als fokussierter Zugang zu Handlungs-und Denkprozessen von Lehrpersonen. Forum Qualitative Social Research 16(1). http://nbn-resolving.de/urn:nbn:de:0114-fqs150130(accessed 6 March 2017).

  • Murphy, L. 2011. Autonomy and context: A tale of two learners. In D. Gardener (ed.), Fostering autonomy in language learners, 17–26. Gaziantep: Zirve University.Google Scholar

  • Murphy, L. 2015. Online language teaching: The learner’s perspective. In R. Hampel & U. Stickler (eds.), Developing online language teaching: Research-based pedagogies and reflective practices, 45–62. Basingstoke: Palgrave Macmillan.Google Scholar

  • Nielsen, J. & K. Pernice. 2010. Eyetracking web usability. Berkeley: New Riders.Google Scholar

  • O’Rourke, B., L. Shi, B. Smith, U. Stickler & C. Prendergast. 2015. Eyetracking in CALL – present and future. In A. M. Gimeno Sanz, M. Levy, F. Blin & D. Barr (eds.), WorldCALL: Sustainability and computer-assisted language learning, 285–298. London & New York: Bloomsbury.Google Scholar

  • Posner, M. I. 1980. Orienting of attention. Quarterly Journal of Experimental Psychology 32(1). 3–25.Web of ScienceCrossrefGoogle Scholar

  • Posner, M. I. 2014. Orienting of attention: Then and now. Quarterly Journal of Experimental Psychology DOI: (accessed 3 March 2017).CrossrefGoogle Scholar

  • Rayner, K. 1998. Eye movements in reading and information processing: 20 years of research. Psychological Bulletin 124(3). 372–422.CrossrefGoogle Scholar

  • Rayner, K. 2009. Eye movements and attention in reading, scene perception, and visual search. Quarterly Journal of Experimental Psychology 62(8). 1457–1506.Web of ScienceCrossrefGoogle Scholar

  • Schön, D. A. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.Google Scholar

  • Stickler, U. & R. Hampel 2015. Transforming teaching: New skills for online language learning spaces. In R. Hampel & U. Stickler (eds.), Developing online language teaching: Research-based pedagogies and reflective practices, 63–77. Basingstoke: Palgrave Macmillan.Google Scholar

  • Stickler, U. & L. Shi 2015. Eye movements of online Chinese learners. CALICO 32(1). 52–81.Google Scholar

  • Stickler, U. & L. Shi. 2017. Eyetracking methodology in SCMC: A tool for empowering learning and teaching. ReCALL. 1–18. doi:.CrossrefGoogle Scholar

  • Stickler, U., B. Smith & L. Shi. 2016. Using eye-tracking technology to explore online learner interactions. In C. Caws & M.-J. Hamel (eds.), Language-learner computer interactions: Theory, methodology and CALL applications, 163–186. Amsterdam: John Benjamins.Google Scholar

  • Sun, S. Y. H. 2011. Online language teaching: The pedagogical challenges. Knowledge Management & E-Learning: An International Journal (KM&EL) 3(3). 428–447.Google Scholar

  • Vygotsky, L. S. 1978. Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar

  • Wang, Y. 2004. Distance language learning: Interactive Fourth-generation internet-based videoconferencing. CALICO 21(2). 373–395.Google Scholar

  • Wang, Y., N.-S. Chen & M. Levy. 2010. Teacher training in a synchronous cyber face-to-face classroom: Characterizing and supporting the online teachers’ learning process. Computer Assisted Language Learning 23(4). 277–293.Google Scholar

  • Wertsch, J. V. 1994. The primacy of mediated action in sociocultural studies. Mind, Culture, and Activity 1(4). 202–208.Google Scholar

About the article

Ursula Stickler

Ursula Stickler is Senior Lecturer in German in the School of Languages and Applied Linguistics at the Open University, UK. Her research focuses on independent and technology enhanced language learning and teacher training. She has published widely in the areas of Tandem learning, teacher training for online teaching, qualitative and mixed methods for Computer Assisted Language Learning (CALL) research, and eyetracking. She is co-editor of System, the International Journal of Educational Technology and Applied Linguistics. She is also a Senior Fellow of the Higher Education Academy, UK.

Mair E. Lloyd

Mair E. Lloyd has recently been awarded her doctorate for research that explores a communicative approach to Latin teaching through a sociocultural perspective on language learning. She received the Open University Vice-Chancellor Sir John Daniel Award for Education and Language Studies in recognition of her dedication and achievement as a PhD candidate. Mair intends to pursue further research in language pedagogy with particular emphasis on learning through interaction, technology for ancient language learning and the use of intersemiotic translations and eyetracking in exploring reading skills.

Published Online: 2017-05-09

Published in Print: 2017-05-24

Citation Information: Language Learning in Higher Education, Volume 7, Issue 1, Pages 205–238, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2017-0007.

Export Citation

© 2017 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

[1]
Marco Cappellini and Christelle Combe
Alsic, 2017
[2]
Lijing Shi and Ursula Stickler
Innovation in Language Learning and Teaching, 2018, Page 1

Comments (0)

Please log in or register to comment.
Log in