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An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners

An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners

Jorge Eduardo Pineda, Luis Hernando Tamayo Cano, Marco Antonio Peralta
Copyright: © 2021 |Volume: 11 |Issue: 1 |Pages: 21
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781799862222|DOI: 10.4018/IJCALLT.2021010103
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MLA

Pineda, Jorge Eduardo, et al. "An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners." IJCALLT vol.11, no.1 2021: pp.38-58. http://doi.org/10.4018/IJCALLT.2021010103

APA

Pineda, J. E., Cano, L. H., & Peralta, M. A. (2021). An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(1), 38-58. http://doi.org/10.4018/IJCALLT.2021010103

Chicago

Pineda, Jorge Eduardo, Luis Hernando Tamayo Cano, and Marco Antonio Peralta. "An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 11, no.1: 38-58. http://doi.org/10.4018/IJCALLT.2021010103

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Abstract

This paper presents a framework for teaching English in synchronous computer-mediated environments. This research shows the components of the framework, how it materializes in the teachers' pedagogical practices, and in the students' perceptions of lessons designed using the framework. The sources of data for this investigation are a questionnaire for students, in-depth interviews with teachers, and an analysis of the transcripts of synchronous sessions that were planned and executed using the framework. This investigation presents suitable guidelines to plan, carry out, and close lessons delivered synchronously. This study shows that when the framework is used, it helps teachers plan activities, and it supports the creation of a suitable environment for learning English online. This investigation also shows that when the framework is employed, it promotes a risk-free environment. It encourages collaboration, and it fosters the linking of ideas and the comprehension of fundamental concepts.

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