Professional Development – Adult Settlement Blended Language Learning: Selected Annotated Bibliography

Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions

Allan, J., Healey, D., Hubbard, P., Kessler, G., McBride, R., Rajabi, S., and Sturm, M. (2024) Developing Targeted Technology Standards for Avenue language instructors, programs, and learners: an initiative of New Language Solutions. TESL Ontario Contact Magazine, 50 (1) 16-30.

Authors of this report in TESL Ontario’s Spring 2024 Contact magazine provide insight to New Language Solutions’ (NLS) approach to developing technology standards specifically targeted to instructors in Canada’s settlement language sector and that will be integrated into NLS’s online teacher training and leadership training. It describes the ongoing activities related to the standards that are intended to create a culture of continuous improvement around technology in learning environments. This includes regular reviews and updates of the standards as needed.

The report gives examples of the collaborative, online process the team used to trim the language in the standards and the performance indicators so they are as direct and clear as possible. The report links to a request form for the full set of standards but it also gives a brief overview of the seven standards along with a fuller example of “Standard 4, about digital literacy and digital citizenship for yourself and your learners.”.

The report outlines the evaluation process the standards followed, lays out the plan that will integrate the standards in instructor training and microcredentials, with the aim of sector-wide, consistent, deep understanding of the standards; and emphasizes ongoing initiatives that will generate data about the impact of the standards on programs.

A list of references is followed by a sample vignette that describes an instructor’s thoughts and experiences as she incorporates the standards into her instruction.

Emerging technologies and language learning: mining the past to transform the future

Hubbard, Philip. (2023) Emerging technologies and language learning: mining the past to transform the future. Journal of China Computer-Assisted Language Learning, 2-19.

This article is a personal reflection on the lessons the author, has learned over four decades of teaching and research in Computer Assisted Language Learning (CALL).

In the article, Dr. Hubbard begins by offering a simple model of technology-mediated language learning, developed through his experiences and reflection on using technology as an instructor. This model illustrates what he describes as the elements of a technology mediation system, and how interactions through technology are influenced by that technology, and how technology can support and indeed sometimes impede language learning. He concludes, “… teachers, researchers and developers need to go beyond surface affordances and do what they can to take into account the potential elements of the technology mediation system on the learners as they engage in interactions.”

He then goes on to review seven experiences from his work in CALL, beginning in the 1980’s, which ultimately shaped his teaching, research and professional activities. These include software evaluation, computer games for language learning, learner training and using MALL.

Finally, he offers for consideration a set of guiding principles based on his own learning and insights gained over several decades as a language instructor and researcher as follows :

Consider the mediational properties of the technology you want to use and how they relate to the learning goals.
Be sure to understand how an application or technology-based task works before judging its value. When you do judge it, consider it from the perspective of how it fits both you and your students.
Avoid hype—be especially skeptical of unsupported claims about emerging technologies.
Seek out relevant research and practice literature but read it critically.
Teach reflectively with technology. Plan thoughtfully, monitor what is happening with your students while they are using technology, and especially reflect afterwards. Encourage your students to do the same to improve their use of that technology for future learning.
Take time and make the effort to train your students to use technology more effectively for language learning.

Retrievable from: https://www.degruyter.com/document/doi/10.1515/jccall-2023-0003/html

Ten years later: Reexamining the TESOL Technology Standards for Language Teachers

Sun, X. (2022). Ten years later: Reexamining the TESOL Technology Standards for Language Teachers. TESOL Journal, 13(e684).

A research team interviewed a panel of practitioners with expertise and experience in language teaching, computer-assisted language learning and instructional technology to explore whether the TESOL Technology Standards for Language Teachers are still applicable today and what updates might be needed. The panel validated the Standards’ continued applicability, with recommendations for how they should be updated.

In addition to addressing these questions, the report includes the four practitioners’ thoughtful responses reflecting their own experience with teaching with technology in the Findings (5). It also includes their recommendations for updating the performance indicators in the Standards and by considering issues that have emerged since they were developed, e.g., mobile applications and learner data privacy among others.

Retrievable from:

https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.684

Exploring the Needs, Practices, and Attitudes Toward Technology Integration of Community College ESOL Instructors

Cunningham, C., and Kolski, T. 2021. Exploring the Needs, Practices, and Attitudes Toward Technology Integration of Community College ESOL Instructors. In Association for Educational Communications and Technology (AECT):Annual Proceedings, V. 2. Selected Papers on the Practice of Educational Communications and Technology. Chicago, 2021. pp.370-382.

This short, accessible article reports on a study examining the professional development needs of adult ESL instructors in relation to the effective integration of technology. Based on classroom observations, instructor interviews, a focus group interview and a researcher journal this study explored the experiences, practices and attitudes of instructors in using technology in their classrooms and their technology related professional development needs and priorities. The researchers identify key actions that would support instructors to extend their use of technology and strengthen the integration of technology to support teaching and learning.

Participants reported that while they are using technology frequently in their classrooms, largely driven by the needs and interests of their students, and that they recognise the importance of technology to support language use in the real world using authentic materials found on the internet, they could be using technology more extensively and effectively.

Instructors identified strategies that would enhance their professional learning and support more effective use of technology for teaching and learning. These include having a technology lead, a person who could identify useful and suitable websites for students and provide instructors with student handouts containing links and information to enable students to locate and navigate learning materials. They also suggested the creation of an online space for instructors to share resources and experiences on an ongoing basis and a regular schedule of moderated meetings in which they can share ideas and resources.

Based on this input from instructors and an extensive review of the literature on professional development to support the effective integration of technology the researchers identify three key strategies to support technology integration to address the specific needs of instructors.

Technology mentor/coach, a peer instructor experienced in the use of technology for teaching and learning to support less experienced colleagues.

The development of a professional learning community or community of practice in which instructors can meet, on a regular basis, to share ideas and resources and support each others’ learning.

Peer-observation as part of an action research cycle whereby instructors have an opportunity to learn from their peers and to engage in intentional study of how technology can affect learning.

Although the context is ESL in a community college there are interesting and useful pointers for conducting needs assessments and providing practical and productive professional development for adult ESL instructors in other settings.

Retrievable from: https://files.eric.ed.gov/fulltext/ED617429.pdf#page=99

Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity

Shafiee, Z., Marandi, S. S., & Mirzaeian, V. R. Teachers’ technology-related self images and roles: Exploring CALL teachers’ professional identity. Language Learning & Technology, 26(1), 1–20.

This article describes a small, preliminary study examining the professional identity of language instructors who actively integrate technology with language instruction. and are described as CALL teachers. The goal of the study is to extend understanding of what the authors describe as CALLTPI, (CALL teachers’ professional identity).

The study is based on an extensive review of literature exploring teacher identity, defined as “teachers’ self images and perceptions that “determine the way teachers teach, the way they develop as teachers, and their attitudes towards educational changes”(p.3)and the use of a semi-structured interview methodology in which 24 CALL teacher educators, academics who taught CALL courses and used technology to teach language-related subjects, and classroom language instructors who used digital technology in virtual, blended or technology enhanced learning environments. The interview questions were designed to explore CALL teachers’ “perceived teaching roles, self-image, confidence, sense of self-efficacy, skills, and knowledge that contribute to enacting their teaching roles, solving pedagogical and technical problems, dealing with ethical challenges, and making decisions in technology-enhanced teaching environments.”

Based on these interviews the authors identify three major themes related to teacher identity. These are individual identity, classroom-based identity, and agentive identity. Individual identity is understood as their roles as professionals who use technology, classroom-based identity as their roles as teachers who integrate technology in their classrooms and agentive identity as playing an active role in the integration and use of technology, in supporting and influencing students in the effective use of technology for learning and serving as role models for students and colleagues.

The authors note the need for further research on teacher professional identity related to computer-assisted language learning (CALL), and to help inform the work of curriculum designers and material developers in the area language instruction.

Retrievable from: https://scholarspace.manoa.hawaii.edu/server/api/core/bitstreams/95924c83-7fea-4d5b-bf28-a37c7be3fbda/content

Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms

Johnson. N. Evolving Definitions in Digital Learning: A National Framework for Categorizing Commonly Used Terms. Canadian Digital Learning Research Association. Association canadienne de recherche sur la formation en ligne. 2021.

The CDLRA has conducted national-level surveys related to online and digital learning since 2017. This report uses earlier research and the findings of the 2021 National Survey for Online and Digital Learning as a springboard to address inconsistencies and contradictions both within and between Canadian post-secondary institutions in the use of definitions for terms that fall under the umbrella “Digital learning”. Because there is strong indication that COVID-19’s aftermath will increase the demand for online and hybrid learning and flexibility in course offering delivery it will be important to know what an institution means when they use terms like online, hybrid, distance, and in-person learning. Another benefit of using common terms and definitions to describe courses is that as information is gathered about the evolution of digital learning in Canada everyone understands what is being described.

The report introduces a broad framework called The Modes of Learning Spectrum. It distinguishes first between distance learning and in-person learning, with a dividing line between these two for hybrid or blended learning.

The author goes on to provide definitions of the wide range of learning experiences that fall within these categories. They recognize the importance of capturing the variety of teaching approaches and pedagogical strategies that institutions are already using and also that a framework needs to be easy for them to adopt.

Retrievable from:

http://www.cdlra-acrfl.ca/wp-content/uploads/2021/07/2021-CDLRA-definitions-report-5.pdf

Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon

Nadia Maqbool. “Strengthening Language Instruction for Newcomers to Canada: Learning from Experiences in Saskatoon” M.Ed. Thesis. University of Saskatchewan, 2022.

This M.Ed. thesis from the University of Saskatchewan documents a very recent study examining the learning needs of new ESL LINC instructors as they begin their teaching careers.

The research questions focussed on what is expected of these instructors in their workplaces, the challenges they encounter and the supports they need. Using a qualitative research methodology, the researcher surveyed new ESL LINC instructors in Saskatoon to arrive at a clearer understanding of their experiences, and to identify potential actions to improve the overall orientation, training, and ongoing professional development process for ESL LINC instructors.

In general, these instructors indicated a need for more support and guidance in understanding the LINC system, the CLB and PBLA, and a need for more robust technical support in LINC programs, and enhanced support in the effective use of technology for online, blended, and remote teaching and learning.

Participants identified concerns about their unfamiliarity with digital technologies, lack of experience in online teaching, and the ongoing challenges of confronting technical issues in virtual classrooms. In addition, participants expressed concerns about the challenges of online and blended learning environments in working with learners at CLB Levels 1-4, and concurrent issues in supporting learners who may not have sufficient familiarity with digital technologies and have ongoing needs for technical supports.

Based on participant responses, the study includes recommendations for practices that could enhance the experience of new ESL LINC instructors, including assigning mentors to new instructors, providing clear instructions on online and blended learning, and a thorough orientation to software and applications in use in LINC classrooms.

Retrievable from : https://harvest.usask.ca/handle/10388/13827

Pedagogical lessons for Remote/Blended Online Classrooms

Englander, K. & Russell, B. TESL Ontario Contact November 28, 2021.

This article reports on insights gained during a COVID-19 pivot to remote teaching and learning in a university language program. Five key practices emerged from how learners and instructors handled the new technology-mediated curriculum. The article references the Community of Inquiry framework and its origins at Athabasca University in Alberta two decades ago. The framework was used to inform curriculum design and a research study on remote teaching and learning in the 2020-21 year, during COVID-19. The report discusses the three presences from the framework: cognitive presence, social presence and teaching presence. These three presences are identified as central to learners’ experience in online teaching and learning. The research from this program indicated that the most important presence for learner satisfaction was teaching presence. Social presence during the phase reported on, was the least satisfactory in that learners did not feel they met other “real” students, that they were not able to build connections with either the class or the school.

As a result of the data collected, the program put together these five best practices that aim to maximize already positive teaching presence and enhance social presence.

Your presence makes the difference.
Keep cameras on.
Create lecturettes.
Make learning affordances explicit.
Reconsider assessment.

Here are two examples of the five best practices:

When using a platform that allows cameras, keep all cameras on. Students said that seeing each other was much more satisfying during synchronous sessions. Despite valid concerns about privacy, students could be disengaged if they could not see their classmates; occasionally students were not physically online when there was no camera; and in break out rooms, when faces were represented by a shaded thumbnail, it was difficult to have discussions. Faces and voices were important for intellectual interaction with course content and other learners.

Create “lecturettes”. Classes in this program were normally three hours long, twice a week, in a classroom. When this was rethought for online delivery, one of the new components was a one-hour pre-recorded lecture to be watched before a synchronous class. After learners reacted negatively to these hour-long lectures, instructors experimented with breaking the content into more manageable 5-, 10- or 20-minute lecturettes. This type of content was managed by numbering the segments so the order was obvious. Learners could take advantage of these shorter content bursts using pause, rewind and replay as desired.

The remaining three best practices, Your presence makes the difference, Make affordances explicit and Reconsider assessment also provide excellent examples of how to help instructors make research-informed decisions about their own teaching in an online environment.

Retrievable from:

http://contact.teslontario.org/pedagogical-lessons-for-remote-blended-online-classrooms/

Planned online language education versus crisis-prompted online language teaching: Lessons for the future

Gacs, A., Goertler, S., Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-92.

This timely article is intended to provide language teachers with “a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts”(p.381).

The authors provide a thorough review of the processes of planning, preparation, design, implementation and evaluation of online language education under normal circumstances, and of the adjustments that must be made when teachers are asked to rapidly adapt to a crisis situation such as remote teaching during the Covid-19 pandemic.

For example, the authors identify and describe the key components of a plan for emergency remote teaching. Firstly, a review of the existing curriculum to identify course components that cannot be delivered remotely and which will have to be, at least temporarily, removed. Secondly, an assessment to identify the actual needs of instructors and students in relation to technology, including hardware, connectivity and access. Finally, a plan for effective communication, to enable and support students to become engaged in remote learning.

Retrievable from:

https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12460

Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers

Karamifar, B., Germain-Rutherford, A., Heiser, S., Emke, M., Hopkins, J., Ernest, P., Stickler, U., & Hampel, R. (2019). Language Teachers and Their Trajectories Across Technology-Enhanced Language Teaching: Needs and Beliefs of ESL/EFL Teachers. TESL Canada Journal/Revue TESL du Canada, Vol.36(3), pp.55 – 81.

This article presents the initial results of an International Research Network survey exploring the current perceptions of ESL/EFL instructors in relation to their training needs to enable more robust integration of technology in their instruction.

An online survey was conducted in summer 2018 through national and international networks and Facebook and Twitter social media platforms. Of a total of 285 respondents, (28% from Canada), 250 self-identified as language educators, (55% English language instructors) and the majority of whom worked in universities.

Analysis of the survey responses indicate overall satisfaction with existing training but educators noted a need for post-training follow-up. Educators are also interested in training on “learning task design” and in learning management software such as Moodle. In addition the survey investigated the respondents’ perception of an ideal language teacher and, interestingly, findings indicate that technology was not identified as a general characteristic or skill of an ideal teacher.

While the majority of respondents teach at the university level the survey provides a useful insight into the current and perceived training needs of language educators in relation to technology and should be of interest to educators and teacher-trainers across the second language field.

Retrievable from:

https://teslcanadajournal.ca/index.php/tesl/article/view/1375/1201

Learning Styles of Online Students in a Distance LINC Program

Elsageyer, N. (2020) Learning Styles of Online Students in a Distance LINC Program. M.A. Thesis. University of Ottawa.

This thesis describes and provides the findings of a small scale study examining the characteristics and learning style preferences of 27 students enrolled in an online LINC program in Ontario. The study also examined the perspectives of their teachers in relation to the learning styles of their students.

Overall the student group identified their preferred learning styles as kinesthetic and auditory, whereas the teacher group perceived their students’ preferred learning styles as visual. The author suggests that the discrepancy between the student and teacher perceptions may result from the lack of a shared understanding of learning styles and students’ low level of awareness of their own learning styles and preferences.

Based on the findings of the study the author concludes that enhanced training and professional development for online LINC teachers in relation to learning style preferences; strategies to work with students to support them to identify their preferred learning styles, and how they can refine their instructional strategies to address a range of learning styles would be a useful contribution to an improvement in outcomes for online LINC students.

Retrievable from:

https://ruor.uottawa.ca/bitstream/10393/40194/3/Elsageyer_Nasren_2020_thesis.pdf

ESL Teachers’ Self-efficacy toward Pedagogical Use of Digital Technologies: An Exploratory Case Study in the Ontario Context

Chen, Aide, “ESL Teachers’ Self-efficacy toward Pedagogical Use of Digital Technologies: An Exploratory Case Study in the Ontario Context” (2019). Electronic Thesis and Dissertation Repository. 6422. https://ir.lib.uwo.ca/etd/6422

A small-scale study exploring how some EAP instructors in Ontario perceive their own abilities in using digital technologies in daily life and in their teaching practice and how such perceptions influence their use of technology in the classroom. Using surveys and semi-structured interviews, the researcher focused on the role of teacher self-efficacy, defined as, “people’s beliefs of the extent to which they are able to accomplish certain behaviors”(p.14) to explore why and how these instructors were actually using technology in their classroom and the challenges they encountered, both in using technological tools and in effectively integrating technology in teaching.

Based on the findings the researcher proposes the need for further research on the role of teacher self-efficacy, and on professional development which focuses on combining training on specific technology tools with pedagogy. As participants in the study noted, “teachers should have backup plans, even for presentations. It requires abilities to improvise. It may be unfair to say that technology itself poses this challenge. The actualized technology use is dependent on how flexible we are. You need to be able to develop your skills and make wise use of it.” (p.43) and, “we need to carefully plan technology-enhanced teaching practices rather than just using them for the sake of being fashionable” (p.52).

Retrievable from:

https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=8849&context=etd

Research on Mobile Learning in the English Classroom: Pedagogies, Computer developments and Teachers’ Reactions

Barrientos, M. (2019). Research on Mobile Learning in the English Classroom. Revista de Lenguas Modernas, (30) 2019, pp 251-266.

The author provides a literature review focused on the following four areas of mobile learning in English language classrooms to explore not only the feasibility and implications of integrating mobile learning in secondary EFL classrooms in Costa Rica, but advantages and disadvantages in these areas:

The development of pedagogical models for mobile learning in the English language class
Defining the platforms and infrastructure solutions for appropriate integration of mobile learning
A description of the mobile devices apps and links
Training and reactions of English teachers

The report concludes with a number of research questions for further exploration. Although this review looks at the questions for high school EFL language planning in Costa Rica, the same questions could be asked about planning for adult settlement language classes in Canada.

https://revistas.ucr.ac.cr/index.php/rlm/article/view/38986

Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications

Chang,Y., Wang, L. & Eagle, J. (2019). Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications. Media and Communication. Vol 7(2).128-136.

This article provides an accessible overview of issues related to the digital literacies of English Language Learners (ELLs) in the U.S. The article highlights issues that are of increasing importance for adult settlement language learning in Canada and includes a description of evolving definitions of digital literacies and fluency and a short review of literature focusing on language teaching practices that support the development of digital literacies.
The authors argue that digital literacies and digital fluency can support language learner autonomy and provide authentic language learning experiences that meaningfully reflect the daily lives of the learners. The inclusion of digital literacies as part of the language learning process in the language classroom not only provides opportunities for authentic learning in the classroom but also supports learners to extend their language learning beyond the classroom. Furthermore, in an increasingly digitized society, digital literacies are essential for employment and ongoing learning and communication in day-to-day life. In order to effectively incorporate digital literacies as part of language teaching practice the authors highlight the need to support language instructors to engage in ongoing professional development in relation to the use of digital tools for teaching and learning.

Retrievable from:

https://www.cogitatiopress.com/mediaandcommunication/article/view/191

Creating a Technology-Rich English Language Learning Environment

M.W. Marek and W-C.V. Wu, (2018). “Creating a Technology-Rich English Learning Environment” In Second Handbook of English Language Teaching. Edited by Xuesong Gao. Springer International Publishing, 2019.

After presenting a theoretical framework about the potential of technology use in language classrooms, this chapter provides a step by step approach to making decisions about which technology resources to use within the language learning context. It addresses the need for teachers to have a starting point in their course development and demonstrates how to ensure that using more technology is not an end in itself, but rather that the use of technology surrounds students, enhances active learning experiences and enables students to achieve learning outcomes.

Within this chapter, the authors address a number of issues that need to be considered during the planning stage: familiarity with a tool rather than the novelty of a tool; the importance of activities using technology to be essential to the curriculum; the areas within the learning environment the teacher has control over and those s/he doesn’t; and the impact of relevant technology on learner motivation, confidence and achievement.

Retrievable from: https://link.springer.com/content/pdf/10.1007/978-3-319-58542-0_39-1.pdf

Second Handbook of English Language Teaching is retrievable from: https://link.springer.com/referencework/10.1007/978-3-319-58542-0?page=1#toc

Blended Learning in English Teaching and Learning: A Review of the Current Literature

Albiladi, W., & Alshareef, K. (2019). Blended learning in English Teaching and Learning: A Review of the Current Literature. Journal of Language Teaching and Research, 10 (2), 232-238.

This paper provides a review of research related to the use of blended learning in English as a second/foreign language context. As part of the review, the authors cite two studies that identify sets of challenges to using a blended learning approach. The studies will be of interest to language professionals despite not being language-related. In Bonk and Graham’s Handbook of Blended Learning, they include cultural adaptation as an issue. They relate this to the materials that are used in the mode of delivery and also their relation to the students’ culture.

Riel, J., Lawless, K. A., & Brown, S. W. (2016)’s Listening to the teachers: Using weekly online teacher logs for ROPD to identify teachers’ persistent challenges when implementing a blended learning curriculum reports on Responsive online professional development for well-supported middle school teachers implementing a social studies curriculum. The issues identified in the teachers’ learning logs are also relevant to instructors working in settlement language programs as is the notion of providing responsive professional development. This report provides insight into the importance of teachers’ understanding of the pedagogy embedded in learning tools and the knowledge and confidence to implement and use them in their classrooms.

http://academypublication.com/ojs/index.php/jltr/article/viewFile/jltr1002232238/1831

The Needs Analysis, Design, Development, and Evaluation of the ‘English Pronunciation Guide: An ESL Teachers’ Guide to Pronunciation Teaching Using Online Resources’

Cox, J.L. ; Henrichsen, L.E. ;Tanner, M.W.; McMurry, B.L.(2019) The Needs Analysis, Design, Development, and Evaluation of the English
Pronunciation Guide: An ESL Teachers’ Guide to Pronunciation Teaching
Using Online Resources. TESL-EJ, 22(4), 1–24.

Although ESL students and instructors agree that teaching pronunciation is an important part of language learning the authors of this article contend that relatively little time and attention is given to pronunciation in the ESL classroom. They further contend that instructors do not receive sufficient preparation in pronunciation instruction and consequently do not feel confident in teaching pronunciation. To address this perceived gap program coordinators and ESL instructors at Brigham Young University developed the English Pronunciation Guide: The ESL Teachers’ Guide to Pronunciation Instruction. This article describes the background to their work and the process of developing the guide from initial needs analysis to evaluation.

The online guide consists of an annotated index to selected pronunciation-instruction videos and other resources that are available online. The guide aims to provide ESL instructors who have had little or no preparation in pronunciation instruction to quickly and easily find resources that they can use to develop their competence and confidence.

Retrievable from: http://tesl-ej.org/pdf/ej88/int.pdf