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Criteria Selection Questionnaire for Research Participants

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* 1. Please Review the Consent Form and Answer the question below: 
I have read  the consent form and agree to participate in the study by responding to the questions in this online survey

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* 2. I have taught ESOL to adult learners in the synchronous (fully online and/or blended/hybrid) mode at a Canadian Institution, before the COVID-19 pandemic

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* 3. Adult novice learners, in this study, are learners whose English proficiency fits within one of the Canadian Language Benchmark (CLB) levels of beginner to low intermediate learners (CBL1_CBL6). Teaching in the synchronous environment includes for example environments such as Zoom and Microsoft Teams where teachers and students are virtually together using audio-video interactions and written interaction (chat).

I am currently teaching ESOL for adult novice learners in the synchronous  (fully online and/or blended/hybrid) mode at a Canadian Institution

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* 4.

My experience, before the COVID-19 pandemic, in the ESOL synchronous online teaching, for adult learners includes:

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* 5. My experience in the ESOL synchronous (fully online and/or blended/hybrid) teaching in total, for adult learners includes:

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* 6. Please mention any training ( certificate, PDs or any other) that helped you gain more expertise in Online Language Teaching

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* 7. Instructional Conversations are defined as: ‘‘dialogue between teacher and learners in which the teacher listens carefully to groups of students’ communicative intent, and tailors the dialogue to meet the emerging understanding of the learners’’ and that “teaching occurs when performance is achieved through assistance” (Tharp & Gallimore 1991, p. 2). In other words, English teachers who use instructional conversations (ICs) assist their learners by engaging in conversations with them to push them to modify their language output. In addition, teachers may use ICs to stimulate cognitive challenges and enhance the understanding of concepts that are new to the learners’ knowledge or background.

For example, teachers may use ICs to explain a concept in the English language that is not part of the learners’ linguistic repertoire such as a grammatical concept that is new to them (e.g., teaching a relative clause to Japanese L1 speakers or indefinite articles to Arabic L1 speakers).

I am familiar with the techniques of using instructional conversations:

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* 8. I use instructional conversations purposefully:

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* 9. I am aware of sound pedagogical practices that mediate second language acquisition:

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* 10. Kindly provide your email address so that the researcher can reach you, should you be selected as a potential participant for this research study.

Please be assured that whether you are selected to participate or not, your email address will remain strictly confidential and protected.

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