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Type of instructional delivery and second language teacher candidate performance: online versus face-to-face

机译：教学交付的类型和第二语言教师候选人的表现：在线与面对面

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摘要

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of online and F2F instruction on classroom practice. To fill this void in the research, an investigation was conducted of the impact of method of instructional delivery on the performance of teacher candidates in a Teaching English as a Second Language (TESL) program during their culminating student teaching internship. Focusing on a group of TESL interns who completed either online or F2F methodology training, a mixed methodology was used to compare student teacher outcomes on two key performance assessments and to compare university supervisor perceptions of student teacher performance. While the type of instructional setting was not found to significantly impact the teaching performance of the interns, interview data suggested that support from a cooperating teacher and prior experience working with students of diverse language and cultural backgrounds strongly influenced the teacher candidates' instructional practices.
机译：过去十年来进行的研究一直报告说，完全在线或面对面（F2F）指导的学生的学习成果没有显着差异。但是，这些研究中只有少数研究集中于第二语言（L2）教师预备课程。很少有研究比较在线和F2F教学对课堂实践的影响。为了填补这项研究中的空白，进行了调查研究，探讨了教学交付方法对最终学生教学实习期间英语作为第二语言教学（TESL）的教师候选人表现的影响。针对一组完成在线或F2F方法论培训的TESL实习生，使用了一种混合方法来比较两个关键绩效评估中的学生教师成果，并比较大学主管对学生教师绩效的看法。虽然没有发现教学环境的类型对实习生的教学表现有重大影响，但访谈数据表明，合作老师的支持以及与不同语言和文化背景的学生合作的先前经验极大地影响了考生的教学实践。

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