E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

• Published in: RELC journal Vol. 54; no. 1; pp. 114 - 128
• Main Authors: Moorhouse, Benjamin Luke, Li, Yanna, Walsh, Steve
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.04.2023; SAGE PUBLICATIONS, INC
• Subjects: Classroom communication; Classroom Environment; Classrooms; College Faculty; Computer assisted language learning; Conventional Instruction; COVID-19; Distance Education; English (Second Language); English as a second language instruction; English for Academic Purposes; English language; English teachers; Language Teachers; Learning; Online Courses; Online instruction; Pandemics; Second Language Instruction; Second Language Learning; Student Participation; Synchronous Communication; Teacher Competencies; Teacher education; Teachers; Technological Literacy; Video conferencing; COVID-19; digital technologies; Classroom interactional competence; synchronous online teaching; English language teacher competencies
• DOI: 10.1177/0033688220985274
• ISSN: 0033-6882

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.