EFL Teacher Blended Professional Training: A Review of Learners’ Online and Traditional Learning Interactions Quality

Yudhi - Arifani, Sri Suryanti, Bayu Hendro Wicaksono, Nina Inayati, Slamet Setiawan

Abstract


An increasing number of researchers have adopted blended learning approaches for the purpose of EFL teachers’ professional development. Current empirical study has been sparse regarding the investigation of interaction quality. This study attempts to address those weaknesses, with the objectives of systematically identifying the quality of interactions in both blended and traditional contexts. A sample of 1000 EFL students from various secondary schools at a provincial level was randomly assigned to rate 120 EFL teachers who attend a year blended professional training program using an online (OLIQ) and traditional (TLIQ) learning interaction quality scales to draw the perceived interaction qualities. After distributing the questionnaires, the data were analysed by applying structural equation modelling (SEM). The findings indicated that the one-year blended teacher professional development program showed a significant influence on their traditional and online teaching interaction qualities. Student-Content (SC) dimension became the highest marker of interaction quality in online instruction settings, while Emotional Support (ES) became the highest marker of interaction quality in the traditional face-to-face instruction settings. Some practical recommendations in light of the findings are offered, such as in terms of online material development and online feedback and assessment.

 

Keywords: EFL teachers; blended training; online learning; traditional learning; interaction quality                 


Full Text:

PDF

References


Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers : Support from blended learning. Australasian Journal of Educational Technology, 28(8), 1298–1316.

Arifani, Y. (2019). The Application of Small WhatsApp Groups and the Individual Flipped Instruction Model to Boost EFL Learners ’ Mastery of Collocation Research Question. CALL-EJ,

(1), 52–73.

Arifani, Y., Khaja, F., Suryanti, S., & Wardhono, A. (2019). The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness The

Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness The existence of. The Southeast Asian Journal of English Language

Studies, 25(3), 126–136. https://doi.org/10.17576/3L-2019-2503-10

Belland, B. R., Burdo, R., & Gu, J. (2015). A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding. Journal of Science Teacher Education,

(3), 263–289. https://doi.org/10.1007/s10972-015-9419-2

Berger, H., Eylon, B., & Bagno, E. (2008). Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program. Journal of Science Education and Technology,

(4), 399–409. https://doi.org/10.1007/s10956-008-9109-3

Burchinal, M. R., Cryer, D., Clifford, R. M., Howes, C., Burchinal, M. R., Cryer, D., & Clifford, R. M. (2002). Caregiver Training and Classroom Quality in Child Care Centers Caregiver Training

and Classroom Quality in Child Care Centers. Applied Developmental Science, 6(1), 2–11. https://doi.org/10.1207/S1532480XADS0601

Carpenter, J. P., & Krutka, D. G. (2016). Professional Development in Education Engagement through microblogging : educator professional development via Twitter. Teaching and Teacher

Education, 57, 97–108. https://doi.org/10.1080/19415257.2014.939294

Doppenberg, J. J., Brok, P. J. Den, & Bakx, A. W. E. A. (2012). Collaborative teacher learning across foci of collaboration : Perceived activities and outcomes. Teaching and Teacher

Education, 28(6), 899–910. https://doi.org/10.1016/j.tate.2012.04.007

Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., … Zill, N. (2007). Teachers ' Education, Classroom Quality, and Young Children ' s Academic Skills : Results

From Seven Studies of Preschool Programs, 78(2), 558–580.

Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn ? Children ' s pre-academic achievement in pre-kindergarten programs ଝ. Early

Childhood Research Quarterly, 23(1), 27–50. https://doi.org/10.1016/j.ecresq.2007.05.002

Hung, M., Chou, C., Chen, C., & Own, Z. (2010). Computers & Education Learner readiness for online learning : Scale development and student perceptions. Computers & Education, 55(3),

–1090. https://doi.org/10.1016/j.compedu.2010.05.004

Jang, B. G., Cho, H., & Wiens, P. (2019). Self-efficacy and quality of classroom interactions of EFL teachers in Niger. International Education Journal: Comparative Perspectives, 18(3), 57–

Johnson, S. D., Aragon, S. R., Shaik, N., & Palma-Rivas, N. (2000). Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face Learning

Environments. Journal of Interactive Learning Research, 11(1), 29–49.

Lee, S. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Internet and Higher Education Examining the relationship among student perception of support, course satisfaction, and

learning outcomes in online learning. The Internet and Higher Education, 14(3), 158–163. https://doi.org/10.1016/j.iheduc.2011.04.001

Long, M. H., Inagaki, S., & Canada, H. A. G. (1994). The Role of Implicit Negative Feedback in SLA : Models and Recasts in Japanese and Spanish. Modern Language Journal, 82, 357–371.

Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts : Effects on help-seeking processes and learning outcomes.

Learning and Instruction, 21(2), 257–266. https://doi.org/10.1016/j.learninstruc.2010.07.001

Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning Journal of Management Education, 29(1), 531-563.

https://doi.org/10.1177/1052562904271199

Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., … Early, D. M. (2008). Measures of Classroom Quality in Prekindergarten and Children ' s

Development of Academic, Language, and Social Skills. Child Development, 79(3), 732–749.

Mcdonough, K. (2005). Identifying the impact of negative feedback and learners ’ responses on esl question development. Studies in Second Language Acquisition, 27(1), 79–103.

Mehall, S. (2020). Purposeful Interpersonal Interaction in Online Learning: What Is It and How Is It Measured? Online Learning, 24(1), 182-204.

Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Peugh, J. L., Merritt, E. G., Wanless, S. B., … Peugh, J. L. (2012). The Contribution of Teachers ' Emotional Support to Children ' s

Social Behaviors and Self-Regulatory Skills in First Grade The Contribution of Teachers ' Emotional Support to Children ' s Social Behaviors and Self-Regulatory Skills in First Grade. School

Psychology Review, 41(2), 141–159.

Montgomery, A. P., Mousavi, A., Carbonaro, M., Hayward, D. V, & Dunn, W. (2019). Using learning analytics to explore self-regulated learning in flipped blended learning music teacher

education. British Journal of Educational Technology, 50(1), 114–127. https://doi.org/10.1111/bjet.12590

Musa, A., Hussin, S., & Ho, I. A. (2019). Interaction in Academic L2 writing: An analysis of Interactional Metadiscourse Strategies in Applied Linguistics Research Articles. 3L: Southeast

Asian Journal of English Language Studies, 25(3), 16-32. http://doi.org/10.17576/3L-2019-2503-02

Nandi, D., Hamilton, M., & Harland, J. (2012). Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5–30.

https://doi.org/10.1080/01587919.2012.667957

Omar, A., Amir, Z., & Mohamad, M. (2018). Facilitating Online Learning: Students’ Online Discussion Strategies for a Project Work at a Technical University in Malaysia. 3L: Southeast Asian

Journal of English Language Studies, 24(4), 102-114. http://doi.org/10.17576/3L-2018-2404-08

Pakarinen, E., Lerkkanen, M., Poikkeus, A.-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H., & Nurmi, J.-E. (2010). Early Education & Development A Validation of the Classroom

Assessment Scoring System in Finnish Kindergartens. Early Education and Development, 21(1), 95–124. https://doi.org/10.1080/10409280902858764

Philip, B., Tan, K.H. and Jandar, W., 2019. Exploring Teacher Cognition in Malaysian ESL Classrooms. 3L: Language, Linguistics, Literature®, 25(4),156-178. http://doi.org/10.17576/3L-

-2504-10

Philipsen, B., Tondeur, J., Pareja, N., & Silke, R. (2019). Improving teacher professional development for online and blended learning : a systematic meta ‑ an aggregative review.

Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8

Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher-child interactions in pre-

kindergarten classrooms. Early Childhood Research Quarterly, 23(4), 431–451. https://doi.org/10.1016/j.ecresq.2008.02.001

Salmon, G. (2011). E-moderating: The Key to Teaching and Learning Online, Second Edition. New York: Routledge.

Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in Web-based Online Learning Environment. Journal of

Interactive Online Learning, 8(2), 102–120.

Trust, T., & Horrocks, B. (2017). Professional Development in Education ‘ I never feel alone in my classroom ’: teacher professional growth within a blended community of practice.

Professional Development in Education, 43(4), 645–665. https://doi.org/10.1080/19415257.2016.1233507

Van Driel, J. H., & Berry, A. (2012). Policy Forum. Educational Researcher, 41(1), 26–28. https://doi.org/10.3102/0013189X11431010

Wentzel, K. R. (2002). Are Effective Teachers Like Good Parents ? Teaching Styles and Student Adjustment in Early Adolescence. Child Development, 73(1), 287–301.

Wong, R. (2019). Basis psychological needs of students in blended learning Basis psychological needs of students in blended learning. Interactive Learning Environments, 28(1), 1–15.

https://doi.org/10.1080/10494820.2019.1703010

Wu, J. Y., Hsiao, Y. C., & Nian, M. W. (2020). Using supervised machine learning on large-scale online forums to classify course-related Facebook messages in predicting learning

achievement within the personal learning environment. Interactive Learning Environments, 28(1), 65-80.

Xue, S., Hu, X., Chi, X., & Zhang, J. (2019). Building an online community of practice through WeChat for teacher professional learning. Professional Development in Education, 45(1), 1–

https://doi.org/10.1080/19415257.2019.1647273

Yeigh, T., Lynch, D., Sell, K., Lawless, E., Turner, D., Fradale, P., & Willis, R. (2020). Using blended learning to support whole-of-school improvement : The need for contextualization.

Education and Information Technologies, 25, 3329-3355. https://doi.org/10.1007/s10639-020-10114-6




DOI: http://dx.doi.org/10.17576/3L-2020-2603-10

Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157