TESOL / TESL Issues through CALL

Current TESL issues (Teaching English as a Second Language) in an interactive fashion enriched with distinctive keywords and tags and comment forms to discuss the issues

Limitations & Delimitations of a PhD Thesis on Social Presence

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Limitations & Delimitations of a PhD Thesis on Social Presence

This post discusses the limitations and delimitations of my PhD thesis investigating social presence and interactivity in online second language (L2) learning communities. It examines challenges such as technical difficulties, unreliable internet connections, time-zone differences, cultural conflicts, learner attitudes, and limited collaboration. The post also explains the study’s deliberate focus on intermediate and advanced English …

Data Analysis in Qualitative Research on Online Social Presence

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Data Analysis in Qualitative Research on Online Social Presence

This post explores the data analysis methods used in my PhD study on social presence in computer-assisted language learning (CALL) and online learning communities. It explains grounded theory, including open, axial, and selective coding, constant comparative analysis, and memoing. The post also examines the researcher’s role as a participant-observer, data triangulation through observations, interviews, and …

Teacher Presence and Socialization in Online Language Learning

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Teacher Presence and Socialization in Online Language Learning

This chapter explores how teacher presence and socialization were fostered in an online English conversation course. Drawing on established pedagogical principles, it explains how structured posting schedules, clear participation requirements, recorded sessions, and conversational guidelines supported effective online instruction. It also examines how BuddyPress, bbPress discussion forums, and synchronous chat tools promoted social presence, learner …

Class Activities for Online Language Learning and Social Presence

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Class Activities for Online Language Learning and Social Presence

Explore the class activities used in this PhD research on online language learning, interactivity, and social presence. This chapter of the methodology examines four key activities: argue for/against, photo scanning, collaborative writing, and round table discussions. It explains how synchronous and asynchronous communication, peer assessment, learner autonomy, critical thinking, and negotiation of meaning were integrated …

PhD Thesis Methodology: Qualitative Research Design and Procedure

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PhD Thesis Methodology: Qualitative Research Design and Procedure

This article presents an excerpt from Dr. Mohammad Hossein Hariri Asl’s PhD thesis, focusing on the methodology of establishing an effective online learning community. It discusses qualitative research design, purposeful sampling, participant selection, and the procedures used in an online English conversation class with 42 students. The study explores content-based instruction, synchronous online learning, and …

Qualitative Data Collection: Interviews, Observation, and Questionnaires

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Qualitative Data Collection: Interviews, Observation, and Questionnaires

This article examines three qualitative data collection instruments used in an online language learning study: semi-structured interviews, participant observation, and open-ended questionnaires. It explains how interviews supported grounded theory and the constant comparative method, how observations and audio recordings contributed to triangulation, and how open-ended questionnaires provided richer participant responses. The discussion also covers individual …

Qualitative Research Methodology in Online English Learning

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Qualitative Research Methodology in Online English Learning

This article presents the methodology of a qualitative study investigating social presence and interactivity in online English learning. It discusses the rationale for adopting qualitative research, participant selection, sampling strategies, instrumentation, and the use of grounded theory. The study examines iteration, saturation, criterion sampling, snowball sampling, semi-structured interviews, memo-writing, constant comparative analysis, and the researcher’s …

Criticisms and Challenges of Computer-Assisted Language Learning

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Criticisms and Challenges of Computer-Assisted Language Learning

Computer-Assisted Language Learning (CALL) offers significant opportunities for language education, but it also faces important pedagogical, technical, methodological, and learner-related challenges. This article examines major criticisms of CALL, including the novelty effect, overemphasis on technology, inadequate learner-centeredness, limited attention to learning styles, right-to-left language challenges, material development issues, and insufficient collaboration and integration. It also …

Negotiation of Meaning in Second Language Learning

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Negotiation of Meaning in Second Language Learning

Negotiation of meaning plays a central role in second language learning by promoting comprehension, interaction, feedback, pushed output, and noticing. This article explores how negotiation supports SLA in educational settings and examines the role of computer-mediated communication (CMC), online discussions, synchronous tasks, and CALL in facilitating meaningful interaction. Drawing on research by Long, Pica, Warschauer, …

Three Types of Assessment in Computer-Assisted Language Learning

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Three Types of Assessment in Computer-Assisted Language Learning

Explore three important types of assessment in computer-assisted language learning (CALL): self-assessment, peer-assessment, and teacher-assessment. This article examines how digital tools, learning management systems, online peer review, digital portfolios, grammar checkers, and teacher feedback can support language learning. It also discusses learner autonomy, collaboration, negotiation of meaning, error correction, and the role of technology in …