Date of Graduation
Project/Capstone - Global access
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
International and Multicultural Education (IME)
Luz Navarrette García
The COVID-19 pandemic brought many challenges to the education field. Due to the enforced immediate transition from in-person to online teaching, teachers, policymakers, administrators, and students had difficulty adapting themselves. Nearly three years since the pandemic began, it is clear that English language teachers have improved their digital literacy skills to sustain effective teaching. However, more than digital literacy skills are required to build community in the online learning environment. The claim for the literature review is that fostering interaction and creating presence, especially high levels of social and teaching presence, may contribute to academic achievement in online English learning. Accordingly, the field project entitled “Fostering Teaching and Social Presence Through Interactive and Engaging Virtual/Online Classes” addresses the lack of awareness for creating high levels of teaching and social presence that undergirds cognitive presence to build community in synchronous online English classes.
This field project is an e-guide designed for English language teachers who teach grammar online synchronously using videoconferencing tools to young adults and adults. It consists of four sample lesson plans with activities using interactive online tools for teaching four grammar topics to intermediate (CEFR-B1) level learners. Also, it is significant for English language teachers who want to build community and avoid isolation in their online classes by creating social and teaching presence, thus cognitive presence through interaction and engagement.
Beyazit Taner, Merve, "Interactive and Engaging Virtual/Online English Classes: Fostering Teaching and Social Presence" (2022). Master's Projects and Capstones. 1472.