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Cited by 92English Language Learning and TeachingEFL/ESL Teaching and LearningForeign Language Teaching Methods

The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.

“If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

Open access
Dooly, Melinda, Sadler, Randall·2020·ReCALL
DOI 10.1017/s0958344019000107
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Abstract

This article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

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Figures

Figure 1 Students ' posting of reflection, suggested materials, and questions
Figure 1 Students ' posting of reflection, suggested materials, and questionsCC-BY · From the PDF
Figure 2 Instructions for a telecollaborative exam
Figure 2 Instructions for a telecollaborative examCC-BY · From the PDF
Figure 4 Online evaluation form
Figure 4 Online evaluation formCC-BY · From the PDF
Figure 5 Self-assessment of learner autonomy (Alicia)
Figure 5 Self-assessment of learner autonomy (Alicia)CC-BY · From the PDF
Figure 7 Alicia ' s Powtoon (reflection journal)
Figure 7 Alicia ' s Powtoon (reflection journal)CC-BY · From the PDF
Figure 8 Alicia ' s final ' reflection ' (Powtoon format)
Figure 8 Alicia ' s final ' reflection ' (Powtoon format)CC-BY · From the PDF
Figure 9 Carlos ' s blog reflection
Figure 9 Carlos ' s blog reflectionCC-BY · From the PDF
Figure 10 Definitions in text chat during Skype meeting
Figure 10 Definitions in text chat during Skype meetingCC-BY · From the PDF

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Citations

Cites

Show all 48 references

Research works printed but not linked: 3

  1. Telles, 2009, Teletandem: Um contexto virtual, autônomo e colaborativo para aprendizagem de línguas estrangeiras no século XXI
  2. Saada-Robert, 2004, Situation éducative et significations, 135
  3. Little, 2000, All together now: Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, 45

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Metadata

Authors
Dooly, M., & Sadler, R.
Affiliations
  • Universitat Autònoma de Barcelona (ES)
  • University of Illinois Urbana-Champaign (US)
ORCID
Venue
ReCALL
Publisher
Cambridge University Press (CUP)
Published
2019-07-25
Volume
32
Issue
1
Pages
4-24
ISSN
  • 0958-3440 (ISSN-L)
  • 1474-0109
DOI
10.1017/s0958344019000107
OpenAlex
W2963175726
Cited by
71
References
48
Citations by year
2026: 11 · 2025: 8 · 2024: 8 · 2023: 10 · 2022: 12 · 2021: 16 · 2020: 6
FWCI
10.58
Type
journal article
Language
en
Open access
Licence
Locations
  • ReCALL (publishedVersion, cc-by)
  • Dipòsit Digital de Documents de la UAB (Universitat Autònoma de Barcelona) (submittedVersion, cc-by)
Funders
  • Generalitat de Catalunya
  • Agència de Gestió d'Ajuts Universitaris i de Recerca
  • Erasmus+
Topics
  • Social Sciences › Education › English Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Foreign Language Teaching Methods
Keywords
flipped classroom, virtual exchange, teacher professional development, foreign language teacher training, pre-service teachers, knowledge transfer, theory-practice gap, online forums, e-portfolio

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