DOI:
https://doi.org/10.14483/22487085.20565Published:
2024-06-04Issue:
Vol. 26 No. 1 (2024): January-JuneSection:
Research Articles“There are days when you feel alone”: Exploring EFL teachers’ perception of interaction in online classes
“Hay días que te sientes solo”: Explorando la percepción de docentes de ILE de la interacción en modalidad virtual
Keywords:
covid 19, investigación educacional, educación superior, aprendizaje en línea, análisis cualitativo, comunidades virtuales (es).Keywords:
covid 19, educational research, higher education, online learning, qualitative analysis, virtual communities (en).Downloads
Abstract (en)
COVID-19 has made many educational institutions shift to virtual learning environments. One of the main issues in doing so has been the types of interactions that are generated online. Considering the importance of interaction in second language acquisition, it is relevant to learn how EFL teachers are facing the challenge of fostering interaction in the virtual classrooms. The purpose of this study was twofold: First, we explored EFL Chilean university teachers’ use of digital tools in their virtual classrooms to promote interaction. Secondly, we analyzed the obstacles they have faced promoting interaction. Our findings show that although EFL teachers have not had difficulties implementing different digital tools and platforms, interactions among learners are lacking. Students keeping microphones and cameras off has become a variable that reduces the possibility of knowing whether students are paying attention, monitoring their work, and setting up groupwork. An alarming finding was that this issue may increase EFL teachers’ feeling of isolation in the virtual classroom. We expect our findings help institutions focus their efforts on supporting EFL teachers teaching online as well as propel future studies on effective teaching practices to promote interaction among learners in virtual classrooms.
Abstract (es)
COVID-19 ha hecho que muchas instituciones educativas se muevan a entornos de aprendizaje virtuales. Uno de los principales problemas al realizar este cambio ha estado relacionado con los tipos de interacciones que se generan en ambientes de aprendizaje en línea. Considerando la importancia de la interacción en la adquisición de una segunda lengua, se hace relevante conocer cómo los profesores de ILE enfrentan el desafío de generar interacción en la clase online. El presente estudio tuvo dos objetivos. Primero, exploramos el uso de herramientas digitales por parte de los docentes chilenos universitarios de ILE en sus aulas virtuales para promover la interacción. En segundo lugar, analizamos los obstáculos que han enfrentado para promover la interacción en el aula virtual. Nuestros hallazgos muestran que, aunque los profesores de ILE no han tenido dificultades para implementar diferentes herramientas y plataformas digitales, generar interacciones entre los estudiantes se ha convertido en uno de los principales desafíos. El deseo de los estudiantes de mantener el micrófono y la cámara apagados parece ser una variable que reduce la posibilidad de que los docentes sepan si el estudiante está prestando atención, puedan monitorear su trabajo y logren organizar trabajos grupales. Un hallazgo alarmante fue que este problema puede aumentar la sensación de aislamiento de los profesores de ILE durante la clase. Esperamos que nuestros hallazgos ayuden a las instituciones a centrar sus esfuerzos en apoyar a los profesores de ILE que enseñan en línea, así como a impulsar futuros estudios sobre prácticas de enseñanza efectivas para promover la interacción entre los estudiantes en las aulas virtuales.
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