LEARNING TO TEACH L2 PRONUNCIATION VIA ONLINE AND BLENDED ON-CAMPUS COURSEWORK

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Detalles Bibliográficos
Publicado en:	TEFLIN Journal vol. 36, no. 1 (Jan 2025), p. 1-21
Autor principal:	Baker, Amanda
Otros Autores:	Burri, Michael
Publicado:	State University of Malang, English Department, Faculty of Letters
Materias:	Australia Language Teaching Pedagogy Student teachers Verbal communication Teacher education Blended learning English as a second language learning Speaking Second language teachers Distance learning Non-native accent Knowledge Qualitative research TESOL Language teachers Pronunciation Australian English Quizzes Learning Teachers Languages Students Internet Personal experiences English language Educational Quality Learning Activities Independent Study Speech Communication Cultural Background Learning Experience English (Second Language) Phonology Racial Discrimination Computer Mediated Communication Intelligibility Pedagogical Content Knowledge Pronunciation Instruction Electronic Learning In Person Learning Second Language Learning Educational Experience Educational Environment Course Content Learner Engagement English Second Language Instruction Phonetics
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Descripción
Resumen:	This article focuses on the preparation of second language (L2) teachers in a Teaching English to Speakers of Other Languages (TESOL) program offered in Australia. Specifically, it explores the learning development of student teachers in learning how to teach English pronunciation pedagogy to L2 learners, either via online only or blended on-campus. Thirteen student teachers (five asynchronous online-only and eight blended on-campus) participated in the study. Data sources included: responses to online quizzes assessing student-teachers knowledge of English pronunciation; their final assignments; Moodle discussion forum postings; Moodle participation analytics; and narrative frames comprising participants accounts of their personal experiences in learning course content. Overall, findings indicated that the student teachers knowledge and understanding of how to teach L2 pronunciation was enhanced regardless of which mode of delivery they took. Findings further showed that the Moodle books played a particularly important role for both groups of students in learning course content.
ISSN:	0215-773X 2356-2641
DOI:	10.15639/teflinjournal.v36i1/1-20
Fuente:	Education Database