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World language teachers’ beliefs and practices in asynchronous courses at two-year colleges

Year: 2024

Type: article

Abstract: This qualitative, multiple case study investigates the beliefs and practices of four world language instructors at two-year colleges who teach asynchronous online courses, drawing on Borg’s (2006) Language Teacher Cognition framework. This framework accounts for prior schooling, professional coursework, and contextual factors, including institutional context, to explore how instructors’ beliefs influence their pedagogical practices in asynchronous environments. Data were collected via semi-structured interviews and asynchronous classroom observations over an academic semester.

Source: Iowa Research Online (The University of Iowa)

DOI: 10.25820/etd.007536

Author: Slusarek, Maria

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W6964769019

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