Category Archives: Online teaching

Understanding the strengths and weaknesses of online and in-person ESL/EFL classes


Written by - Kanae Bessho & Brian Strong, Canada

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Introduction

With the rise of digital communication and remote learning, online classes for English as a second or foreign language (ESL/EFL) have become more popular for accessibility and flexibility. Since 2016, the online English learning market has tripled in size, with an estimate of 17.87% growth between 2023 and 2028 (Technavio, n.d.). The COVID-19 pandemic impacting in-person education has certainly pushed the implementation of online learning worldwide, including ESL/EFL classes. As a result, demand for online English instructors has increased.

Over the past three years, I have been an online EFL instructor myself, and I have seen this trend in an increasing number of online ESL/EFL learning platforms over the years. Initially, there were only a few notable platforms,  Continue Reading →

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online, Online teaching
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Fostering a virtual community of practice through scaffolded peer review


Written by - Olga Makinina, Canada

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Introduction

This article illustrates how peer review-focused learning tasks and activities helped multilingual students in an online English for Academic Purposes (EAP) course develop a sense of community and take ownership of their learning while also enhancing their writing, critical thinking, and research skills. Informed by the pedagogical frameworks of community of practice/inquiry (Peacock & Cowan, 2019; Wenger et al., 2002), constructivism (Olsen, 1999; Tam, 2000), and content and language integrated learning (CLIL), the course engaged students in a research project that aimed at exploring their local or digital communities. While working on the project assignments, students collaborated by providing regular feedback for one another’s work.  Continue Reading →

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EAP, online, Online teaching
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Teaching the pronunciation of vowels on Zoom


Written by - Mike Tiittanen, Canada

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The COVID-19 pandemic has shifted many previously in-person ESL classes to online learning.  Many of these online classes are taught synchronously using video conferencing software such as Zoom.  The exclusive focus in this article is on teaching ESL classes using Zoom, since that is the software that the author uses to teach with and am thus most familiar with. However, the same points that are made with regard to synchronous video teaching with Zoom could presumably also be made for Zoom’s competitors such as Microsoft Teams.

The use of video conferencing software such as Zoom for synchronous ESL classes has the obvious advantage of enhancing the safety of students and teachers from the COVID-19 virus.  The advantages of using Zoom appear to be particularly evident for ESL pronunciation classes.  Continue Reading →

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ESL, online, Online teaching, Pronunciation
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Global opportunities in online English language learning


Written by - Azadeh Pordel, Western University, Canada

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This paper argues that distance English language learning, which enables economic opportunities for non-English speakers, has not been equally available globally. In this article, I will explain that there is a need to learn English remotely for people whose lifestyles and family obligations do not allow them to attend in-person language learning classes. Yet, they need to know the English language to have better opportunities financially and academically. The theoretical framework that I have chosen for this paper is world culture theory seeing the world and people becoming more similar and connected more than ever with technology. 

Significance of the subject matter

Inequality is increasing between countries and within countries, and the primary reason behind it is income and economic disadvantages (Hill &  Continue Reading →

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ESL, online, Online teaching
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Benefits and challenges of a hybrid flexible EAP Program


Written by - Bill Hodges, Ling Hu, and David Siefker, Guelph University, Canada

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Introduction
The COVID-19 Pandemic caused changes in modes of instructional delivery in Canadian colleges and universities when many moved to fully remote classes in March 2020. Then, in September 2021, as a part of the Return to Campus Plan at the University of Guelph, the English Language Programs (ELP) pivoted to a program that combined in-person students with remote students living outside of Canada. To ensure a smooth transition and to provide a quality learning environment, the academic team needed to figure out how to teach these two groups of students by taking into consideration multiple factors, such as students’ learning needs and preferences, as well as the instructional teams’ knowledge, skills, and experience. This paper provides the learning context and rationale for the program teaching mode,  Continue Reading →

Categories:
COVID-19, EAP, Hybrid, online, Online teaching, Remote learning, Remote teaching, Teaching
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Supporting online language education during the COVID-19 pandemic: Insights into language teachers’ use of action-oriented, plurilingual scenarios in Northern Italy


Written by - Karam Noel, Rebecca Schmor, Andre Scholze, & Enrica Piccardo, University of Toronto

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Abstract
The shift to remote classes due to COVID-19 required teachers to reimagine their pedagogical practice and develop new strategies for providing quality language education in online environments. The sudden transition also meant teachers had to intentionally create affordances for online interaction or risk reverting to methods that ignore the interactive and socially-mediated aspects of language learning. Given this, and considering the especially devastating impact of the early pandemic across the Northern region of Italy, this article reports on an intervention that supported language teachers in Lombardy in selecting and adopting research-informed, online pedagogical resources in their teaching contexts. These included fully developed plurilingual and action-oriented scenarios, a social engagement platform, and an e-portfolio with reflective and interactive self-assessment tools.  Continue Reading →

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COVID-19, online, Online teaching, pedagogy, Plurilingualism
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Inclusive online course design: Lessons from a pandemic


Written by - Alanna Carter & Shereen Seoudi, Ryerson University

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Abstract
Curriculum developers for the ESL Foundation Program at the Real Institute at Ryerson University adapted programming for in-person learning to virtual formats in response to COVID-19. An important consideration when developing the online program was the establishment of an inclusive online environment. Curriculum developers responded to challenges and fostered inclusivity through UDL, flexibility, digital tools, and demonstrating personal interest in students. Overall, a strong sense of community was achieved, and students responded positively.

Introduction
With the onset of COVID-19, language programs across the country had to shift their mode of delivery from the traditional face-to-face classroom setting to virtual learning environments. Designing a virtual learning experience in any subject area requires significant time, care,  Continue Reading →

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COVID-19, online, Online teaching, pathway program
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Learning technology in LINC – Beyond the pandemic


Written by - Nancy Van Dorp & Robert McBride, Canada

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Abstract
This article is based on observations from a workshop conducted at the 2021 annual TESL Ontario conference presented by language training professionals and experts in learning technology solutions from the Avenue–LearnIT2teach Project. The onset of COVID-19 in March 2020 was a crisis in immigrant settlement language training. Many teachers and learners were forced to rapidly pivot from conventional face-to-face learning to remote learning. Teachers and learners who had previously practiced blended (or hybrid) learning were well positioned with technology and skills. Teachers and learners who had not were forced to rapidly respond with Emergency Remote Teaching (ERT). Observations from the workshop panel and the participants uphold the need for continued sector engagement with learning technology to support the development of digital skills among newcomers,  Continue Reading →

Categories:
COVID-19, LINC, online, Online teaching, Technology
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Pedagogical lessons for remote/blended online classrooms


Written by - By Karen Englander & Bruce Russell, University of Toronto, Canada

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Abstract
An English for Academic Purposes (EAP) Pathway Program of a major Canadian university suddenly pivoted to remote teaching and learning, as did so many other university programs across the country in the 2020–2021 academic year. The Pathway Program, took the opportunity of this “pivot” to research how students and instructors fared with the new technology-mediated curriculum and found key practices as useful for instructors. In this article, we describe the Community of Inquiry framework that underpins our study and the insights gained for instructors who retain at least some remote teaching activities in their classrooms. Implications of this study indicate that there are five ways in which instructors can potentially alter their pedagogy to further student satisfaction for online study.  Continue Reading →

Categories:
Community of Inquiry, EAP, Online teaching, pathway program, Remote learning, Remote teaching
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Facebook as a tool for enhancing students’ argumentative writing


Written by - By Maria-Lourdes Lira-Gonzales , Université du Québec en Abitibi-Témiscamingue, Canada

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Argumentative writing is one of the most difficult written genres in higher education for both English as a second language (ESL) and English as foreign language (EFL) learners. These learners often face difficulties using complex syntactic forms and appropriate elements of argumentation (Ka-kan-dee & Kaur, 2014). Hence, there is an imperative need to explore the use of effective strategies to improve ESL/EFL students’ argumentative writing ability at the tertiary level.
Corrective feedback, referred to as utterances that indicate to a learner that their output is erroneous in some way (Nassaji & Kartchava, 2017), may be a particularly effective method of giving individual and specific guidance for the improvement of argumentation.  Continue Reading →

Categories:
Assessment, EAP, ESL, Online teaching, Uncategorised, Writing
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How to manage expectations in online classes: Guidelines and requirements


Written by - By Fatemah Hasiri, York University, Canada

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Abstract
Due to the COVID-19 pandemic, it has become incumbent upon teachers to transfer courses to an online environment. However, because of the abrupt transition, many in-service teachers might feel poorly prepared for this change of modality, and therefore need to have a better grasp of the expectations and requirements of an online class. This paper attempts to (1) present certain challenges students and teachers may encounter in an online environment as opposed to face-to-face classes, (2) provide relevant guidelines as well as strategies informed by the findings of previous research studies to address the issues, and (3) present a reflection checklist.

Introduction
Before the strike of the COVID-19 pandemic, online learning was considered optional,  Continue Reading →

Categories:
COVID-19, Online teaching, Other, Research
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