Date of Graduation

Fall 12-13-2024

Document Type

Thesis

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Dr. Sedique M. Popal

Second Advisor

Dr. Jessica Blundell

Third Advisor

Dr. David Donahue

Abstract

The sudden shift to emergency online education during the global pandemic affected various academic fields, including English language teaching. While many schools faced challenges, some successfully implemented online educational programs. Despite the large impact of the global pandemic on education, there is limited research that examines the effectiveness of online ESOL programs with a focus on the key factors that contribute to student engagement. This thesis explores the factors contributing to effective online ESOL instruction, focusing on fostering engagement and improving teaching practices in the post-pandemic era. The study for this thesis employs an instrumental case study methodology, focusing on an experienced ESOL instructor at a community college in Northern California to provide in-depth insights. Data collection included online classroom observations, interviews with the instructor, and analysis of instructional materials. The findings highlight the importance of combining established teaching methodologies, such as Communicative Language Teaching (CLT), with interactive technological tools, and emphasize three key areas: (a) having the pedagogical content knowledge on teaching strategies for supporting student motivation and engagement in online settings; (b) the need for ongoing professional development to stay current on innovative and technological developments in education; (c) the need for redesigning teacher training programs to include online pedagogy. By adopting a flexible and adaptive approach, instructors can reduce isolation, enhance interaction, and incorporate diverse teaching modalities in order to promote meaningful learning outcomes in online ESOL settings. The study concludes with evidence-based recommendations for educational practices and future research, offering a comprehensive framework for improving online ESOL education.

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