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- 01HKMNJFKT76F7HT8DCYD4MRGP classification C3.
- 01HKMNJFKT76F7HT8DCYD4MRGP date "2022".
- 01HKMNJFKT76F7HT8DCYD4MRGP language "eng".
- 01HKMNJFKT76F7HT8DCYD4MRGP type conference.
- 01HKMNJFKT76F7HT8DCYD4MRGP hasPart 01HKMNKK1TWRKXVWKDYC2X207X.docx.
- 01HKMNJFKT76F7HT8DCYD4MRGP hasPart urn:uuid:4749b4f1-7709-48c3-9681-7f03eb55432b.
- 01HKMNJFKT76F7HT8DCYD4MRGP subject "Languages and Literatures".
- 01HKMNJFKT76F7HT8DCYD4MRGP presentedAt urn:uuid:24aa9b97-adae-429b-90e8-0c781d243ef9.
- 01HKMNJFKT76F7HT8DCYD4MRGP abstract "From 2020 onwards, Emergency Remote Teaching (ERT) was implemented worldwide to curb the spread of COVID-19. While concerns about the effectiveness of ERT were raised, research into distance education reported that teaching ‘from a distance’ has the same potential as traditional education, as long as there is high-quality interaction (Bernard et al., 2009; Dixson, 2010). The impact of high-quality interaction is especially relevant for second language learning: also in an online modality, higher levels of interpersonal interaction positively affect learners’ second language proficiency (Souzanzan & Bagheri, 2017; Yen et al., 2013). (CHANGE STARTS HERE) In this study, we want to get an understanding of second language learners’ perceptions of interactional practices in the ERT context. Therefore, this study focuses on the question: “What are Newly Arrived Migrant Students’ (NAMS) perceptions of their experiences with social interaction in online and on-campus classes?”. (CHANGE ENDS HERE) In order to answer the research question, we organized six semi-structured focus groups with 23 NAMS in upper secondary education. The focus group transcriptions were double coded (K = .92) and thematically analyzed in NVivo 12 using a priori and inductive coding. The results show that participants reported a lack of learner-teacher and learner-learner interaction. Various reasons were given: teachers did not create speaking opportunities, talking to peers was reported not to be allowed and pupils experienced a decreased inclination to interact with their instructors. Consequently, some participants believed the lack of social interaction negatively impacted their second language acquisition and interactional competences. These results were confirmed by a Q-study, run with the same participants. The Q analysis shows that the NAMS population harbors at least four different viewpoints regarding ERT. The importance pupils assign to interaction – and, therefore, the way in which pupils believe social interaction plays a role in their online learning processes - is an important grouping variable in these analyses.".
- 01HKMNJFKT76F7HT8DCYD4MRGP author ACE77E66-4A0E-11E6-9F35-FE5CB5D1D7B1.
- 01HKMNJFKT76F7HT8DCYD4MRGP dateCreated "2024-01-08T13:53:09Z".
- 01HKMNJFKT76F7HT8DCYD4MRGP dateModified "2024-10-29T18:40:17Z".
- 01HKMNJFKT76F7HT8DCYD4MRGP name "Social interaction in emergency remote teaching : the perceptions of newly arrived migrant students".
- 01HKMNJFKT76F7HT8DCYD4MRGP pagination urn:uuid:55989838-c455-4294-95f9-485d2e368ae3.
- 01HKMNJFKT76F7HT8DCYD4MRGP sameAs LU-01HKMNJFKT76F7HT8DCYD4MRGP.
- 01HKMNJFKT76F7HT8DCYD4MRGP sourceOrganization urn:uuid:5fa8d91f-9ad7-4b71-b414-a0ddffb73dad.
- 01HKMNJFKT76F7HT8DCYD4MRGP type C3.