online classes

PhD Thesis on Social Presence, Chapter 4: Teacher-Student Interaction

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PhD Thesis on Social Presence, Chapter 4: Teacher-Student Interaction

This section of Chapter 4 of my PhD thesis examines how teacher-student interaction patterns influence social presence in online language learning. Drawing on participants’ interviews, questionnaires, and classroom observations, it explores teacher immediacy, intimacy, classroom management, learner-centeredness, synchronous and asynchronous communication, peer assessment, and the importance of balancing teacher guidance with learner autonomy in CALL …

PhD Thesis on Social Presence, Chapter 4: Social Context in Online Learning

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PhD Thesis on Social Presence, Chapter 4: Social Context in Online Learning

This section of Chapter 4 of my PhD thesis on social presence explores how social context influences interaction and social presence in online language learning. Based on qualitative findings, it discusses learner satisfaction, user-friendly interfaces, friendly learning environments, peer interaction, and the advantages and limitations of voice and video conferencing in computer-assisted language learning (CALL). …

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 …

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 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 …

Social Presence and Student Interaction in Online Language Learning

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Social Presence and Student Interaction in Online Language Learning

Explore the critical role of social presence and student interaction in online language learning environments. This article delves into how computer-mediated communication (CMC) reshapes participation, examining linguistic complexity, negotiation patterns, and the shift toward more balanced classroom discourse. It contrasts early theories that emphasized communication media with modern views that prioritize participant behavior in developing …

The Significance of Social Presence in Integrative CALL

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The Significance of Social Presence in Integrative CALL

The rapid growth of online education has transformed the way languages are taught and learned worldwide. With the continuous advancement of technology and the increasing reliance on digital platforms, understanding the role of social presence in computer-assisted language learning (CALL) has become crucial. This article highlights the significance of fostering social and communicative interaction in …

Key Terms in CALL, CMC, and Online Language Learning

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Understanding the key terms in Computer-Assisted Language Learning (CALL) and Computer-Mediated Communication (CMC) is essential for exploring how technology enhances second language education. This article defines crucial concepts such as asynchronous and synchronous CMC, integrative CALL, interactivity, social presence, and peer assessment. By clarifying these foundational terms, readers gain deeper insights into the role of …

Building Social Presence in CALL for Online English Learning

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Building Social Presence in CALL for Online English Learning

Computer-Assisted Language Learning (CALL) has gained recognition as a key component of English education in the digital age, yet its implementation still faces important challenges. Success in online learning requires more than just advanced technology; it depends on fostering social presence, collaboration, and interaction among learners and teachers. This article examines how peer-assessment, negotiation of …