The DOI matches its Crossref record.
Pre-service EFL teachers’ online participation, interaction, and social presence
Open accessAbstract
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.
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In the citing paper
“highly active instructors supported other members' participation in online communities, but also dominated the discussion and left limited room for student participation (Satar and Akcan 2018).”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Satar and Akcan 2018
In the citing paper
“In the development of online activities, an optimal level of social presence by instructors was shown to be essential in achieving participation, collaboration and fostering the cohesion of the learning community (Komninou 2017;Satar and Akcan 2018;Stagg and Slotta 2009):”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Satar and Akcan 2018
In the citing paper
“authentic and practical activities (Satar and Akcan 2018;Swaggerty and Broemmel 2017;Yeh 2010) as well as relevant commenting (Tang and Lam 2014;Vinagre 2017) fostered participation and commitment to the task.”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Satar and Akcan 2018
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Cited by
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Satar, H. M., & Akcan, S.
- Affiliations
- Boğaziçi University (TR)
- ORCID
- Akcan, Sumru
- Venue
- Language Learning & Technology
- Published
- 2018-02-01
- Volume
- 22
- Issue
- 1
- Pages
- 157-183
- ISSN
- 1094-3501 (ISSN-L)
- OpenAlex
- W2787175520
- Cited by
- 72
- References
- 0
- Citations by year
- 2026: 4 · 2025: 4 · 2024: 8 · 2023: 18 · 2022: 11 · 2021: 11 · 2020: 7 · 2019: 6 · 2018: 3
- FWCI
- 21.93
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Language learning & technology (publishedVersion, cc-by-nc-nd)
- ScholarSpace (University of Hawaii at Manoa) (submittedVersion)
- Language learning & technology (cc-by-nc-nd)
- Newcastle University ePrints (Newcastle Univesity) (cc-by-nc-nd)
- Funders
- Boğaziçi Üniversitesi
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- pre-service EFL teachers, social presence, online participation, online interaction, online learning communities, blended learning, social network analysis, teacher professional development, online forums
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- CoChat. (2026). Citation check: Pre-service EFL teachers’ online participation, interaction, and social presence. https://app.cochat.ai/papers/10.64152/10125/44586
- The paper
- Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology. https://doi.org/10.64152/10125/44586
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
