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Pre-service EFL teachers’ online participation, interaction, and social presence

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Title:Pre-service EFL teachers’ online participation, interaction, and social presence
Authors:Satar, H. Müge
Akcan, Sumru
Keywords:Blended Learning and Teaching
Teacher Education
Research Methods
Computer-Mediated Communication
Date Issued:01 Feb 2018
Publisher:University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation:Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology, 22(1), 157–183. https//
Abstract:Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners’ participation in online learning. This article investigates participation, interaction patterns, and social presence (SP) levels of pre-service English as a foreign language (EFL) teachers in online communication within a longitudinal blended learning setting. A secondary aim of this article is to explore social network analysis (SNA) as an alternative method to measure SP. Data analysis included calculation of number of forum entries and words, qualitative analysis of interaction patterns, content analysis, and SNA. The results indicated that an online course on tutoring skills and SP improved pre-service EFL teachers’ online participation skills. Increased interaction and a more cohesive network were observed as the course progressed. The findings are significant in that they suggest a relationship between content analysis for SP (especially the interactive dimension) and SNA measures (centrality, influence, and prestige), implicating SNA as an emerging research method for the investigation of SP. This article concludes with future research perspectives and suggestions for EFL teacher training.
Appears in Collections: Volume 22 Number 1, February 2018

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