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Supporting online English language teachers’ ability to implement advanced technical teaching proficiency: a gap analysis case study

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Supporting online English language teachers’ ability to implement advanced technical teaching proficiency: a gap analysis case study

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Content Supporting Online English Language Teachers’ Ability to Implement Advanced Technical
Teaching Proficiency: A Gap Analysis Case Study
Qiuhui (Kellia) Liu
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In partial Fulfillment of the
Requirement for the Degree
DOCTOR OF EDUCATION
May 2023
Copyright 2023 Qiuhui (Kellia) Liu
ACKNOWLEDGMENTS
As I reflect on my dissertation journey, there are many individuals whom I would like to
thank, especially for their guidance, inspiration, and support throughout this program and
dissertation.
First, I would like to thank my dissertation chair, Dr. Cathy Krop, who has been a guiding
force throughout this dissertation process. I am grateful for your patience, understanding, and
honesty. Your insight and critical feedback have made me a better researcher and writer. Your
knowledge and expertise have been an inspiration for me to work harder throughout the doctoral
program.
I would also like to thank my committee members, Dr. Mark Power Robison and Dr.
Anthony Bernard Maddox. Dr. Mark Power Robison, thank you for helping and guiding me
throughout my dissertation journey. It has not always been easy, but I am grateful for all you
have taught me and for challenging me to be the best academically and professionally. Dr.
Anthony Bernard Maddox, I appreciate your being a part of my dissertation committee despite
your busy schedule. I am happy that I met you during my time at USC.
Thank you to everyone at the Rossier School of Education at USC. You constantly
checked my progress, provided encouraging words, and celebrated milestones and
accomplishments. I am so thankful that you have been my emotional and moral support.
Especially, Dr. Sabrina Chong, you are always responsible and supportive in helping us when we
meet any challenge.
A special thank you also goes to my Cohort 9 colleagues. We have been through a lot,
and your unwavering kindness and the friendships you developed will always be with me. It has
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been a pleasure getting to know everyone. I consider you all my second family and will cherish
the unforgettable journey we have shared.
I’m grateful to Dr. Steve Chen, Director of Graduate Admissions at UC Riverside School
of Business. You have been an enormous source of inspiration, encouragement, and academic
guidance throughout this program. You always push me and provide pragmatic suggestions when
I need help. You rebuilt my confidence and motivation to complete this whole process. I can
never thank you enough for being my mentor and friend.
I would also like to thank Dr. Jennifer Agatep, Director of Admissions & Recruitment at
Pacific Northwest University of Health Sciences. You have inspired me to reach my full
academic potential since the beginning of this journey. You have always believed in my
academic potential despite my challenges. I have greatly improved academically and gained the
confidence needed to face the problems that may lie ahead. You supported me greatly when I
started my doctoral program and personal life. I am forever grateful for your unconditional love
and encouragement.
I would also like to acknowledge all the support I received from Washington Preparatory
online school: Founder Stacy Zhong, Managers Cilynada Wang, Wendy Wang, and Yvonne Bi.
Thank you for all your help and support during my study and data collection. It may have been a
challenge to help me, particularly with the amount of time and resources needed despite your
busy schedules.
Lastly, I would be remiss if I did not express my sincere gratitude to my family and close
friends. Thank you for your love and support as I focused on this degree during the past few
years. Thanks for your patience, encouragement, and acceptance during this busy time in my life,
and I could not have completed this study without you.
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TABLE OF CONTENTS
Acknowledgments ii
List of Tables vii
Abstract viii
Chapter One: Introduction 1
Introduction and Background of the Problem 2
Importance of the Study 4
Organizational Context and Mission 5
Organizational Goal 6
Description of Stakeholders Group 7
Organizational and Stakeholder Group’s Goals 9
Stakeholder Group for the Case Study 10
Theoretical and Methodological Framework 10
CHAPTER TWO: REVIEW OF THE LITERATURE 12
Context of Online Learning for K–12 Students 12
Teacher Quality and Preparation for Online K–12 English Language Instruction 21
Challenges to Students’ Virtual Learning Experience 27
Best Teaching Practices to Improve Student Learning Success and Engagement in
Online English Instruction 33
Online K–12 English Instructors’ Knowledge, Motivation, and Organizational
Influences on Performance 41
Conclusion 50
CHAPTER THREE: METHODOLOGY 52
Organization Overview 52
Stakeholder Group of Study 53
Interview Sampling Criteria 55
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Instrumentation 56
Data Collection 58
Data Analysis 59
Credibility and Trustworthiness 60
Ethics 61
Limitations and Delimitations 63
Role of the Researcher 64
Conclusion 65
Chapter Four: Results and Findings 66
Interview Participants 67
Results and Findings for Knowledge and Skills Influences 68
Results and Findings for Motivation Influences 93
Organizational Findings 103
Emergent Themes 121
Conclusion 124
Chapter Five: Solution, Implementation, and Evaluation 126
Findings and Discussion 127
Proposed Recommendations 130
Evaluation Plan 141
Future Research 150
Conclusion 151
References 154
Appendix A: Interview Protocol 179
Appendix B: Recruitment Email 184
Appendix C: Informed Consent Form 186
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LIST OF TABLES
Table 1: Organizational Mission, Organizational Goal, and Stakeholder Group’s Goal 9
Table 2: Assumed Instructor Knowledge Influences on Performance 44
Table 3: Assumed Instructor Motivation Influences on Performance 47
Table 4: Assumed Instructor Organizational Influences on Performance 49
Table 5: Interviewee Profile 68
Table 6: Assumed Knowledge Influence of Online Language Instructors’ Technical
Teaching Performance 69
Table 7: Participant Comparison Chart of Teaching Strengths and Weaknesses 86
Table 8: Assumed Motivation Influences and Validation Status 94
Table 9: Assumed Organizational Influences of Online Language Instructors’ Technical
Teaching Proficiency 104
Table 10: Continuing Needs 129
Table 11: Summary Action Steps for Pedagogical and Technical Training for Instructors 133
Table 12: Summary Action Steps for Creating a Strong Collaboration Platform 136
Table 13: Summary Action Steps for Pedagogical and Teaching Assistant Involvement 140
Table 14: Intervention Assessment Level 1: Reaction 143
Table 15: Intervention Assessment Level Two: Learning 145
Table 16: Intervention Assessment Level Three: Transfer 146
Table 17: Intervention Assessment Level Tour: Impact 149
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ABSTRACT
In recent years, online language learning has become a more effective way for
international students to receive an exceptional education from knowledgeable instructors across
the globe without the need to study abroad. Online language learning has afforded many young
students flexibility in time and geographical location. It has become an essential learning tool for
young international learners in the 21st century. With the growing number of online language
programs, instructors need to be equipped with the technical knowledge to teach on online
platforms and the sophisticated ability to master online pedagogy. Online teachers confront
unprecedented challenges of cutting-edge technical utilization, establishing solid relationships
with online learners, and insufficient experience to provide a robust e-learning environment.
This qualitative study examined the potential obstacles that online language instructors
encounter due to a lack of technical skill sets, motivation, and organizational support that may
impede students online. Furthermore, the study explored online instructors’ ability to
successfully implement technical tools in their pedagogical methods and online learning
activities to increase student learning achievements. Interviews were conducted to understand
instructors’ perceived knowledge, motivation, and organizational impacts that may influence
their ability to develop advanced technical teaching performance. Interviewees were 12 online
language instructors with more than 2 years of online teaching experience. They taught at least
two courses within WAPrep Online, an online language learning program that provides English
language classes for K–8th grade students.
This study utilized Clark and Estes’s (2008) gap analysis framework to examine the
knowledge, motivation, and organizational support needed for online language instructors to
implement advanced technical teaching proficiency and improve student learning online
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classroom experiences. Recommendations for practice include providing technical and
pedagogical training, creating communication collaboration, and enhancing teaching assistants’
abilities and requirements.
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CHAPTER ONE: INTRODUCTION
As English is the primary global language, English language learning has been a growing
industry in Asia, with particular growth in children’s English-language training and exam
preparation courses. According to Trilling (2017), 1.18 million international students are
studying abroad in the United States, of whom 77% are from Asia. In East Asia, families and
educators invest substantially in English language training and courses to prepare their children
for post-secondary studies abroad. To thoroughly learn and understand the English language
(such as proficiency in pronunciation, writing, listening, and communicating), students must be
taught by well-qualified, experienced instructors with the needed professionalism and academic
background (Guler, 2020). Thus, in recent years, online language learning has become an
increasingly effective way for young students to receive English language instruction from
knowledgeable instructors across the globe without the need to study abroad. Online language
learning has also afforded many young students and their families flexibility in time and
geographical location to learn English at a fraction of the cost compared to study abroad
programs (Hazaymeh, 2021). Many primary and secondary schools in the United States and
elsewhere now offer online English language courses for international students (Murphy, &
Cifuentes, 2001).
The success of e-learning and its accessibility for international students are determined by
the quantity and quality of qualified online instructors and their familiarity with effectively
utilizing learning platforms and technical tools (Blake, 2009). Therefore, developing strong
technical skills will be advantageous for online instructors to establish a superior learning
experience for young learners, further improving their language quality and performance (Price
& Kirkwood, 2014). When online instructors are equipped with efficient technical training and
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tools, they can maximize the use of technology in their online teaching methods. Consequently,
English language students can receive superlative learning experiences when instructors master
technology and successfully demonstrate their proficiency through online teaching. This study
examined online English language teachers’ knowledge, motivation, and organizational support
to help them provide advanced technical online language teaching practices. This will further
understand the impact of instructional proficiency and technical aptitude on online language
instructors’ teaching performance.
Intr oduction and Backgr ound of the Pr oblem
Although online classrooms have been a viable component in providing educational
learning to students across the globe, implementing technology has also been a challenge and
frustration for institutions and educators with limited experience in e-learning. With the lack of
experience and knowledge in e-learning teaching technical methodologies, creating an engaging
experience for K–12 learners accustomed to face-to-face learning activities and peer interactions
has been challenging (Pulham, & Graham, 2018). It has been difficult for teachers to pique
student interest in learning, fully engage them, and ensure they complete assignments and utilize
all readily available resources without physical supervision (Karkar-Esperat, 2018; Mclennan &
Kwaske, 2020).
According to a market research report, the global online language learning market value
is anticipated to increase at an annual rate of 18.7% from 2020 forward to reach $21.2 billion by
2027 (Meticulous Research, 2021). As a billion-dollar industry, e-learning technology will
exponentially grow and become the dominant learning platform, potentially eradicating many
brick-and-mortar K–12 institutions. The K–12 educational curriculum delivery, implementation
of course efficiencies, mastery of technical online learning games, and K–12 online language
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instruction quality will determine the success of distance-learning modalities and young
students’ academic performance (Black, 2009).
Washington Preparatory (WAPrep, a pseudonym) school’s online language learning
program, which provides classes in the English language for K–8th grade students, was the focus
of this study. Ensuring that all young learners are equipped with advanced pedagogical concepts
and quality teaching from experienced and knowledgeable instructors is imperative. Thus,
implementing advanced technical teaching proficiency is crucial to mitigate pedagogical
challenges instructors may encounter during their online instruction.
Purpose of the Pr oject and Resear ch Questions
As online instructional language courses become more convenient for young learners to
access another language globally, it is important to better prepare online instructors with the
needed technical knowledge and skill sets to maximize learning objectives. This study sought to
understand primary and secondary online language teachers’ instructional performance related to
overall student outcomes, such as technical proficiencies, skill sets, and knowledge. This study
examined WAPrep online language instructors’ knowledge, motivation, and organizational
support to provide advanced online teaching practices. This helped determine current assets and
areas of a continuing need to help strengthen advanced technical teaching quality to ensure
overall student success. Through qualitative research and Clark and Estes’s (2008) gap analysis
framework, the following questions were used to guide the study:
1. What are WAPrep online language instructors’ knowledge and motivation to provide
advanced online language teaching practices?
2. How does the WAPrep school support the instructors in providing advanced teaching
practices?
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3. What are the recommendations for WAPrep to improve its online instructors’
teaching quality performance in the areas of knowledge, motivation, and
organizational resources?
Importance of the Study
Developing a solid foundation in advanced technical knowledge and skills, instructional
motivation, and organizational support should be a primary focus to enhance teaching
performance at WAPrep. It is important to ensure that online language instructors can provide
exceptional online pedagogical experiences for young learners. This study aimed to better
understand the potential obstacles and barriers that online language instructors may encounter
due to the lack of technical skill sets, motivation, and organizational support that impede student
online learning. Furthermore, the study explored the importance of utilizing cutting-edge
technology and online instructors’ ability to successfully implement technical tools in their
pedagogical methods and online learning activities to increase student learning achievements.
This provided insight into online teaching obstacles, challenges, and successes that language
instructors encountered.
Online teaching proficiency and advanced learning platforms are influential in academic
performance and align with the current learning needs of students (Osipov et al., 2015). With
advanced technology changing the concept of classroom learning, the increase in demand for
higher and lifelong learning will be met by technology playing a vital role in developing the
delivery of online programs (Greve & Tan., 2021). The research findings not only provide
valuable data about online language instructors’ technology proficiency, motivation, and
knowledge (conceptual, procedural, and metacognitive) but also bring awareness to a much
broader understanding of specific influences and support systems that may positively or
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negatively affect part-time online language instructors’ teaching performance. Thus, school
leaders can use the research findings to better assess their instructors’ motivation, technology
proficiencies, and content knowledge to provide support in areas that need improvement. School
leaders can take the initiative to redesign management strategies, policies, training programs,
evaluation systems, and reward and incentive models based on instructor observations and
constructive feedback. When school leaders provide the resources and tools to enhance teaching
performance, instructors have a stronger foundation and the confidence to provide students with
an exceptional online academic experience. Instructors will be more cognizant of their teaching
abilities, professional skill sets, strengths, and weaknesses to determine best practices and
solutions for becoming better educators. This study aimed to identify possible solutions to
improve young students’ online classroom language learning experiences.
Organizational Context and Mission
The fundamental mission of online English teaching at WAPrep Online LLC is to provide
quality, affordable, and flexible international online English learning education to children from
kindergarten to eighth grade in Asia by offering alternate solutions to traditional schooling.
WAPrep Online accomplishes this by utilizing cutting-edge 21st-century technologies taught by
experienced teaching professionals. Students are provided with the option to learn at their own
pace, allowing flexibility and accommodating student schedules. The school provides an
innovative curriculum different from the traditional classroom approach by focusing on creativity
and critical thinking skills that will benefit students throughout their academic careers. WAPrep’s
online language program provides unique learning experiences where only native-speaking
instructors teach classes, and the curriculum design is tailored to replicate East Asian cultural
experiences and learning preferences. WAPrep Online LLC’s online education is intended to help
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students acquire the knowledge and proficiency of authentic language learning, technical skills,
and online learning strategies that will open multiple opportunities in future academic and
professional fields. By providing flexible schedules, personalized attention, assessment systems,
and a record of academic achievements, WAPrep Online LLC is poised to become one of the top
leading online English teaching organizations in Asia’s e-learning market.
WAPrep Online LLC’s online education was established in 2018 in Seattle, Washington.
It is one of the departments in Washington Preparatory School, a 7th-12th grade primary and
secondary institution that provides science, technology, entrepreneurship, engineering, and
mathematics education (STEEM). WAPrep Preparatory school offers an IB program to
strengthen students’ skill sets to matriculate into top-tier universities. The student experience at
WAPrep Preparatory school is designed to enhance learners’ future career aspirations where
creativity, perseverance, and critical thinking are vital attributes in becoming successful leaders
of tomorrow. Since its establishment, there have been 4500 students enrolled at the online
education subsidiary of WAPrep, of which 1200 were current students (1st grade-8th grade) in
the online language program at the time of the study. Most online language students come from
SouthEast Asia: 65% are Tawainese, 30% are Korean, and 5% are Chinese.
Organizational Goal
By fall 2023, WAPrep’s online school’s goal is to have 90% of its enrolled students
successfully pass all required academic courses based on performance and academic merit,
enabling them to continue to the next grade level. Providing high-quality online English
language instruction to advance student proficiency is key to reaching this goal. The campus
Program Director and faculty created this goal in January 2021. Based on current student data,
performance, learning benchmarks, and academic trends, it was determined that the 90% mark is
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an attainable objective. Currently, 80% of students successfully pass. To reach the goal of 90%, a
stronger emphasis has been placed on teaching quality, including online English language
instructor teaching quality. Instructors participate in online training to keep abreast of current
e-learning trends and curriculum revisions to ensure that student learning performance meets
campus standards. Instructors and managers will risk position change or employment termination
if the organization does not meet the mandated campus goals. Investors and top executive
administrators will also need to reevaluate goal objectives and additional support in upcoming
investment development strategies.
Description of Stakeholders Gr oup
WAPrep online school involves several stakeholders who directly impact and contribute
to the organization’s overall student learning achievement goals. At the time of the study, there
were 21 full-time staff members, including two directors, a vice director, human resources
manager, a principal, a marketing manager, a project manager, and six faculty with various
responsibilities in their respective departments. Each staff member plays a vital role in
developing a robust learning experience. This involves collaboration to create an innovative
curriculum, maintaining technological updates and student resources, and developing
transparent, communicative channels for all students and staff to ensure a more cohesive and
nurturing educational community. Although specific roles and responsibilities may vary between
staff and faculty members, they all share the same goal: to provide the best online classroom
support and prevent, manage, and resolve any problems that may arise. The directors’ role is to
be exceptional leaders for staff and faculty members. They manage each department’s day-to-day
activities by ensuring all stakeholders improve teacher education quality at WAPrep.
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In addition, at the time of the study, 35 part-time online English language instructors
provided teaching and online delivery models for young language learners. Approximately 4500
students have participated in online learning programs since its inception at WAPrep, of which
1200 were current online language learning students (1st–8th grade). In terms of academic
excellence, part-time instructors directly impact student learning. They are responsible for
improving online learning experiences through unique teaching methodologies and course
delivery. Instructors strive to meet the school’s academic expectations and educational standards.
The part-time English language instructors were the focus of this study. Although a
complete analysis would involve all stakeholder groups, part-time online English language
instructors were selected as the focus of this case study for practical purposes. The selected
stakeholder group is an organizational agent” encompassing teachers or faculty administration.
As an “organizational agent,” the stakeholder group is entrusted with performing actions toward
achieving the organizational goal and its mission. The stakeholder group plays a pivotal role in
the overall success of students and online language programs at WAPrep. They directly impact
and greatly influence student learning and achieving targeted organizational objectives. To
achieve the targeted organizational goal, part-time instructors must be equipped with advanced
technological skills and competencies to effectively teach online language classes and positively
contribute to student performance. Technical proficiencies include implementing web-based
homework systems and incorporating interactive activities, such as gamification and quizzes.
Curriculum and class design are also crucial in promoting a robust online learning environment.
The role of stakeholders and administrators is to ensure that part-time instructors are kept abreast
with up-to-date technical tools, maintain an online presence, employ best practices to improve
student engagement and maximize available resources.
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Organizational and Stakeholder Gr oup’ s Goals
WAPrep stakeholders recognize that technology is the primary tool to enhance the quality
of online teaching performance in the contemporary e-learning industry. It is a critical tool for
designing teaching instruction, curriculum, assessment, and interactive communication models
for instructors and students. The organization’s goal is to ensure all instructors’ technical
proficiency and ability to implement advanced learning technology systems in their classrooms.
Table 1 illustrates the organization’s mission and goal and the stakeholder group’s goal.
T able 1
Or ganizational Mission, Or ganizational Goal, and Stakeholder Gr oup’ s Goal
Organizational Mission
The mission of online English teaching at WAPrep Online LLC is to provide quality,
affordable, and flexible international online English learning education for children in grades
1-8 by offering alternate solutions to traditional schooling and utilizing cutting-edge
21st-century technologies and experienced teaching professionals
Organizational Performance Goal
By Fall 2023, 90% of enrolled students will obtain an A score in their online English courses,
and 100% of students will be retained to the next level.
Stakeholder Group Goal
By Fall 2023, all part-time English language instructors will implement advanced online
language learning practices that demonstrate advanced online technical teaching proficiency
in their classes.
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Stakeholder Gr oup for the Case Study
Although a complete analysis would involve all stakeholder groups, one stakeholder
group, part-time online English language instructors, is selected as the focus of this case study
for practical purposes. The selected stakeholder group is an organizational agent, encompassing
teachers or faculty administration. As an organizational agent, the stakeholder group is entrusted
with performing actions toward achieving the organizational goal and mission. The stakeholder
group plays a pivotal role in the overall success of students and online language programs at
WAPrep. They directly impact and greatly influence student learning and achieving targeted
organizational objectives. WAPrep’s goal is to successfully have 90% of students obtain a grade
of A in their online English courses and reach a 100% student retention rate by 2023.
To achieve the targeted organizational goal, instructors must be equipped with advanced
technological skills and competencies to effectively teach online language classes and positively
contribute to student performance. Technical proficiencies include implementing web-based
homework systems and incorporating interactive activities, such as gamification and quizzes.
Curriculum and class design are also crucial in promoting a robust online learning environment.
The role of stakeholders and administrators is to ensure that instructors are kept abreast with
up-to-date technical tools, maintain an online presence, employ best practices to improve student
engagement and maximize available resources.
Theor etical and Methodological Framework
Clark and Estes’ (2008) gap analysis was adopted as the conceptual and problem-solving
framework to investigate the gap between the current and preferred performance of online
language teaching. The methodological framework used in this study was a qualitative approach.
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Comprehensive, structured interviews were conducted and supported by document analysis to
better understand the instructors’ knowledge strengths and weaknesses, motivations,
organizational supports, and barriers that affected their implementation of online language
teaching practices that demonstrate advanced technical proficiencies. The gap analysis helped
identify how knowledge, motivation, and organizational influences contributed to the identified
gap between current and preferred performance levels.
Organization of the Dissertation
This study is presented in five chapters. Chapter One introduced the study, problem
statement, and the significance of the study and provided a general background of the
organization’s mission, goals, and involved stakeholders. In addition, it addressed the research
questions, methodology, and conceptual framework used as part of the study. Chapter Two will
discuss the current literature surrounding the scope of the study. It also further explains the
conceptual framework underlying this study. Chapter Three illustrates the specific details of the
research methodology and instrumentation used for the data collection. It thoroughly explains the
research design, sampling procedures, data analysis, and issues regarding the study’s credibility
and ethical consideration. Chapter Four presents the research findings. Chapter Five analyzes the
findings and their connections to prior research and presents recommendations based on the data
and supporting literature.
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CHAPTER TWO: REVIEW OF THE LITERATURE
The growth of online language learning has offered new accessibility to language
instruction for young learners. However, new pedagogical approaches and designs are needed to
reach their full potential for this new learning modality. This literature review begins by
examining the early developmental stages and evolution of online learning compared to the
traditional brick-and-mortar learning modality. Next, the literature review explores the impact of
virtual learning for language learners related to student technology proficiency, the introduction
of advanced educational platforms, adaptation to online teaching delivery models, and its
influence on overall learning outcomes. Finally, the literature review discusses whether or not
various methods and technological learning modalities currently integrated with K–12 online
language courses have significantly improved student learning. This problem of practice will be
explored through the theoretical framework that considers the knowledge and skills, motivation,
and organizational support required for improving the pedagogical quality of K–12 online
English language learning.
Context of Online Learning for K–12 Students
Early Stages of Online Learning
Within the last 2 decades, online learning has grown exponentially, with almost every
country having access to a plethora of online educational courses. From its early inception in the
late 1980s and 1990s, the e-learning modality has shaped student learning behavior and enhanced
innovative teaching methodologies (Singh & Thurman, 2019). The term “e-learning” was first
mentioned in 1999 by Elliot Masie during a conference at Disney World. Although Masie coined
the term “e-learning,” online learning can be traced back to 1924 when professor Sidney Pressey
created the first electronic learning machine. The “Automatic Teacher” was designed to let
students drill and test themselves. However, this first try was unsuccessful due to the lack of
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interest and investors (Pappas, 2012). Thirty years later, Harvard Professor BF Skinner created
the “teaching machine” for schools. The teaching machine was a mechanical device whose
purpose was to administer a curriculum of programmed instruction (Pappas, 2012).
The second generation of distance education emerged in the 1960s when broadcast media
complemented print-based materials. During its earlier stages, distance education had not fully
evolved into the advanced technological development recognized today. Limitations and barriers
in communication and knowledge transfer between instructors and learners hindered learning
Harting, & Erthal, 2005). In the 1980s, the first methods for online education provided network
communication in classrooms, which supported student and teacher collaboration in settings that
involved writing, reading, communication, and research projects (Harasim, 2000).
In 1994, the first online high school was established for international English-speaking
students from grades 9 through 12. It provided a learning environment for students who were
encouraged to be more responsible for their educational endeavors, allowing them to develop
their time management, creativity, independence, and critical thinking skills (Tamm, 2019). The
first fully online university was Jones International University (JIU), founded in 1993, a
for-profit university that provided degrees in education and business as bachelor’s, master’s, and
doctorate programs. This university officially closed after the class of 2015 graduated
(Wikipedia, 2021).
Generally, universities were quicker to adapt to e-learning than primary and secondary
schools (Mpungose, 2020). Despite the emergence and growing acceptance of e-learning over
time, parents, students, and educators have questioned the overall educational quality of online
learning (Mpungose, 2020). Social approval and implementation practices for K–12 online
pedagogy have been called into question due to rudimentary online education experiences and
insufficient school planning during the early stages of online development (Blanchard &
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Marshall, 2013). Many parents were concerned about online student learning and committed to
enrolling their children in traditional brick-and-mortar schools to receive substantive feedback
from teachers and administrators (Park, 2020). Parents also wanted to provide children with an
opportunity to interact with peers, which is conducive to holistic learning (Park, 2020). Online
learning was perceived as inferior to in-person classroom experiences for young children in early
online learning strategies (Beaudoin, 2009). These perceptions have slowly changed as evidence,
including statistical data, began to show the positive outcomes of e-learning.
K–12 distance education programs have become a means to provide solutions to a variety
of educational problems faced today, such as over-crowded schools, inadequate secondary
courses for remedial or accelerated students, shortages of access to qualified pedagogues in local
schools, and challenges in accommodating students who need multiple forms of education
learning derived from different schools and cultures (Cavanaugh et al., 2009). New possibilities
for shared knowledge have also become possible with access to online learning (Cavanaugh et
al., 2009). Online education has taken almost 100 years to evolve into what it has become today.
Today, 98% of public colleges and universities provide fully online, blended, and hybrid learning
programs (Educationdata.org, 2021). Nearly 63% of high school students utilize digital learning
tools daily, and 675 schools are considered entirely virtual, providing rigorous online programs
(Educationdata.org, 2021). Between 2018 and 2020, the global e-Learning market reached
$168.8 billion, including substantial growth in the pedagogy industry, and has continued to
proliferate with the global pandemic and rapid expansion of online learning (Brčić, 2020).
Approximately 90% of U.S. schools today use some form of online learning, drastically
changing the learning conception and behavior (Tamm, 2021).
The T ransition fr om T raditional Pedagogy to E-Learning for K–12 Students
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Before the emergence of online learning, traditional brick-and-mortar education was
highly recognized globally as the primary form of obtaining exceptional educational learning.
Although online pedagogy has become a primary form of learning for many educational
institutions, there are both advantages and disadvantages in its implementation and delivery
among global educators, students, and stakeholders compared to traditional learning. Traditional
pedagogy has been recognized as more lecture-centered-based learning using conventional
methods and resources like textbooks, verbal communication, chalkboards, projectors, and other
materials to provide a real-time learning experience (Mpungose, 2020). This helps pupils and
instructors fully engage in the learning content, efficiently measure students’ learning progress
and weaknesses, provide immediate feedback, directly discuss ideas with peers and gain
insightful inquiries from instructors (De, 2018).
Based on technology development, many schools added online courses and incorporated
online learning platforms into their courses to provide broader resources and access to support
for more learners across the globe. For some, online learning has improved equitable access to
education and training and enhanced the quality of learning by minimizing costs and refining the
pedagogical delivery method (Bakia et al., 2012). Students can learn at their own pace with the
availability of online materials that foster student engagement (Bates, 1997). There are generally
two learning structures in online learning modality: synchronous and asynchronous.
Synchronous classes are organized simultaneously, with students and teachers attending virtual
class sessions together. Students must log into class at a designated time to present and
communicate during an online class, allowing them to participate in class lectures and activities
as long as they can connect to the internet simultaneously (Panigrahi et al., 2018). The
synchronous classroom utilizes several tools, such as Google Meet, Google Hangout, and Zoom,
to create an online learning environment. These tools further provide functions that encourage
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participation, such as screen sharing, conducting surveys to evaluate progress, communication in
chat rooms, webcam, and recording functions with the option to translate (Panigrahi et al., 2018).
In a synchronous environment, students can stand out by showing or explaining themselves
during class and participating while following synchronous classroom etiquette (Panigrahi et al.,
2018).
Compared to synchronous learning, asynchronous learning allows students and
instructors to access materials at any time from any location without needing a live video lecture
component. This provides flexibility while reaching students across the globe, and the uniformity
of the educational context remains the same (Chang, 2016). Asynchronous distance learning
usually relies on technology tools such as e-courses, online forums, audio recordings, video
recordings, email, and social media (Littlefield, 2018). Students individually learn from the
videos or audio recordings to grasp content knowledge from online academic materials. Current
and evolving cutting-edge technological tools can offer students a chance to engage in learning
opportunities that surpass the classroom’s physical boundaries (Buxton, 2014).
During the transitional evolution from traditional learning to e-learning, students and
faculty have faced and continue to face some challenges, such as curricular design, teaching
methodology, communications via online platforms, classroom control, student evaluation, and
learners’ participation within their remote and distance-learning context (Humphrey & Wiles,
2021). In the early transitional stage of 2000, while 70% of American teachers were required to
use new technologies, less than 25% of teachers had the technology-based experience to master
the technical functions to implement the delivery of content knowledge in e-learning platforms
(Becker, 2000). Teachers had considerable challenges designing online courses, which involved
producing appealing content to draw in learners to facilitate communication, interaction, and
participation within the virtual classroom (Muilenburg & Berge, 2007). Some research suggests
16
that teaching quality diminished with online instruction (Muilenburg & Berge, 2007). Many
teachers were reluctant to accept this new pedagogical approach outside their comfort zone
(Lamers & Admiraal, 2018). Teachers have reported insufficient knowledge, lack of proficiency
and experience, limited economic resources (access to e-learning in many particular countries),
inadequate instructor coaching and training, and lack of government support for online k-12
learning as significant barriers in the transition to online instruction (Lamers & Admiraal, 2018).
Growing amounts of stress with the expectation to provide exceptional teaching quality and
maintain consistent enrollment for young learners have also been noted (Lamers & Admiraal,
2018).
For students and their families, inequitable access to the internet tools or resources to
make online learning possible in many areas has been a continuing challenge (Baticulon et al.,
2021). This has been evident, especially during the recent pandemic in 2020. Many students had
limited or no access to a computer, laptop, or internet connection. Particularly in some
developing countries, young learners struggled to keep up with their lesson plans and
academically suffered due to the lack of resources compared to students who were provided the
necessary means to excel in their online courses (Thomas, 2021). Additionally, parents’
participation has also been a significant issue for young learners in distance learning because
many parents were unable to provide assistance to their children and monitor their learning
progress due to their unfamiliarity and lack of knowledge in utilizing technical tools, which have
been challenging to learn (Thomas, 2021).
The transition from traditional pedagogy to e-learning for K–12 students has seen
progression and consistent developments, with teachers acquiring more experience and training
to better prepare them for navigating online learning platforms and designing engaging curricula
to alleviate distraction and boredom in their digital learning (Salehudin et al., 2021). At the same
17
time, further attention to the quality and structure of online pedagogy is needed for online
learning to reach its potential. The technology design and its implementation in e-learning also
influence the quality of online teaching deliveries.
T echnology , Implementation, and Utilization of E-Learning
The success of e-learning implementation and content delivery is contingent upon the
quality and structure of online pedagogy. Research suggests that the quality of the e-learning
structure should focus on student-centered learning because learning should become a two-way
discussion, not a one-way indoctrination (Eslaminejad et al., 2010). Thus, online learning
requires that academicians be equipped with requisite skills and demonstrate the prescribed level
of ability for knowledge development through e-learning to comply with their disciplines
(Means, 2009). Student-centered learning focuses on the student’s needs, abilities, and interests
and can provide a learning setting that enhances online learning’s quality and efficiency (Eric et
al., 2007). Through this setting, learners can practice their skills and knowledge acquired from
real-life experiences(Eric et al., 2007). Understanding the learning (aspirations, experiences,
learning needs, and cultural backgrounds) from a holistic standpoint provides educators with
ideas on how to approach instructional methodologies and the academic-support strategies
needed further to enhance online learning (Eric et al., 2007)
Online educators must be competent in designing dynamic online learning content that
motivates and piques learners’ interests (Fisher & Baird, 2005). This involves providing
significant experiences for each class participant and utilizing multiple instructional strategies for
online learning courses (Fisher & Baird, 2005). With the constant evolution of technology,
instructors will need to adapt to these rapid changes that align with students’ needs for learning
progress (Ertmer & Ottenbreit-Leftwich, 2010). Learning new platforms or transitioning to new
technological tools may be tedious and cumbersome for many instructors, suggesting the
18
importance of support structures to generate the motivation and willingness to incorporate new
tools and provide a quality learning experience for students (Ertmer & Ottenbreit-Leftwich,
2010).
Implementing e-learning is not easy because it involves many stakeholders and a need to
understand external influences that impact virtual learning. Instructors will encounter issues
when incorporating a new learning style, especially in a society satisfied with maintaining the
familiarity of traditional education (Newton et al., 2002). The utilization of e-learning needs to
consider the cultural and structural impact if the learning modality is misaligned within these
contexts, creating tension (Sudweeks et al., 2010). Goals aligned with the institution and
stakeholders and understanding the organizational culture and structures should all be part of the
distance-learning platform (Newton et al., 2002).
During the 21st century, learners viewed technology as “an assumed part of life”
(Oblinger, 2003, p. 40). They spend a significant amount of time playing video games, checking
emails, text messaging on cell phones, and being immersed in screen time via all technological
devices. For these reasons, some suggest that technology in education has been both a blessing
and a curse. Instructors will need to manage the use of technology during virtual class sessions
for young learners and work with parents to ensure that children are focused on learning
(Chhabra, 2021). Technological devices can be easily used to teach different content in many
ways, allowing an educator to adopt new approaches to instruction and knowledge delivery
(Lawless & Pellegrino, 2007). E-learning utilization involves not only the delivery of knowledge
(uploading materials and content delivery through video chat), but instructors can change the
learning paradigm of approaching their teaching with more optimism and excitement (Chhabra,
2012). New technologies like the internet, YouTube, Skype, Twitter, blogs, mobile phones,
interactive boards, and other technology platforms provide countless educational resources. At
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the same time, they have propagated misguided and unhealthy information to young learners.
Cultivating learners to become more self-reliant and manage their time are tasks for students to
reap the benefits of online learning (Rawashdeh et al., 2021).
During the past 2 decades, online English learning, in particular, has rapidly developed
worldwide significantly compared to other educational subject areas (Yuan & Kim, 2014). Thus,
online English teachers have the advantage of familiarity with digital platforms and
heterogeneous methods that encourage student learning engagement. Learning new vocabulary
or pronunciation from movie clippings, advertisements, sports commentaries, social media, and
many other resources has been part of an online English curriculum (Russell & Murphy-Judy,
2021). Enhanced communication skills can be taught via Zoom or Skype, and pupils’ learning
progress evaluations can be accessed via games (such as Kahoot!) or surveys. More current
developments, such as Information and Communications Technologies (ICT), have encompassed
new ways of communicating and teaching English online that involve various electronic devices
such as the radio and television (Russell & Murphy-Judy, 2021). ICT also involves many
advanced digital technologies shaping how students learn and interact in English across schools,
colleges, and universities worldwide (Alshalhoub, 2016). Using e-learning platforms and
familiarity with numerous learning practices can offer valuable English language preparation for
students through online delivery and instruction.
One instructor, “Robert Tinker, an education professor at Harvard University, stated to
the learners, ‘It is like having unlimited office hours’” (Tipton et al., 1998, p. 91). Unlike
traditional teaching hours, online courses can be conducted at any time convenient for students.
For traditional instructors, e-learning can offer more work/life balance in which the teacher can
separate work and personal time by leaving the physical classroom (Posey et al., 2010). At the
same time, while traditional instructors can make their office hours fit their schedules on campus,
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online courses can be conducted at any time convenient for students. This can require the teacher
to be responsive 24 hours a day. No definitive office hours can lead the teacher to work copious
amounts of overtime (Posey, 2010). In terms of the K–12 online learning transition, this has been
a challenging experience for instructors, young learners, parents, and society. The most
significant barriers and challenges include insufficient knowledge, lack of proficiency and
experience, limited economic resources (access to e-learning in many particular countries),
inadequate instructor coaching and training, lack of government support for online k-12 learning,
inequitable access to the internet tools or resources to make online learning possible in many
areas, and growing amounts of stress with the expectation to provide exceptional teaching quality
and maintain consistent enrollment for young learners (Anshari et al., 2016). Teacher quality and
preparation for online K–12 instruction, including English language instruction, remains an
important focus with the continued expansion of online learning.
T eacher Quality and Pr eparation for Online K–12 English Language Instruction
T eacher Pr eparation and Development
E-learning has been driving social and linguistic change and cultural connection. Quality
teaching preparation and technology implementation has helped remove distance-learning
obstacles and enhanced e-learning teaching methodologies to create an effective learning
environment for English language learners (Gilakjani, 2017). There are numerous advantages to
utilizing e-learning platforms for language learning. These include efficiency in learning,
geography delimitations, free and abundant resources, access to reputable education institutions
across the globe, and immediate updates on current developments. Teachers are the primary role
models guiding learners in maximizing the technological benefits of online learning. To do this,
teachers must acquire a broad base of knowledge across three domains: knowing how to teach
language (language pedagogy), knowing how to teach online (online education), and knowing
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how to use educational technology tools to deliver online teaching (pedagogy for education)
(Russell & Murphy-Judy, 2021). Prior to the start of online teaching, instructors should prepare
their lesson plans by first providing introductory modules (i.e., “Getting Started,” “How to…”)
as an orientation to help learners with content layout, learning outcomes, assignment due dates,
communication frequency, and learner expectations in the virtual classroom. Thus, online
instructors should create an informative and appealing course design based on the appropriate
grade level and learning context that motivates young learners. Instructors should also encourage
learners to participate and engage with peers to ensure they practice the lessons learned, which is
vital in learning a new language. Moreover, teachers should integrate a cultural context in their
course planning, increasing students’ interest, stimulating learning growth, and cultivating a
broader view of societal differences, perspectives, and inclusiveness within the class
environment (Russell & Murphy-Judy, 2021). Furthermore, to keep abreast of new e-learning
platforms, online language teachers must participate in professional development seminars or
courses to enhance their teaching practice and deliver successful student English language
results.
Numerous technological devices are currently used in online classroom teaching.
Teachers can utilize one or more of the following as part of their classroom experience: radio,
TV , CD-ROM, computers, computer-assisted language learning applications, internet, electronic
dictionary, email, blogs, audio cassettes, PowerPoint, videos, DVDs, and CDs (Shyamlee & Phil,
2012). Adopting technical tools and resources can boost learners’ language skills through
acquiring technical sufficiency, cultivating students’ interest in learning, and engaging
participation and interaction among peers. Through technology, teachers can improve the quality
of their teaching, connect and share vital educational information, flexible design curriculum,
and analyze issues arising from the application of multimedia technology to English teaching
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(Shyamlee & Phil, 2012). Educators must have adequate knowledge in their specialized subject
area to provide practical information for language learners. However, teachers should be content
experts and adjust their pedagogical strategies to accommodate various student learning styles
and comprehension (More et al., 2016). Accepting change in an ever-evolving technological
world is essential, especially when obsolete online learning modalities are no longer in use and
are replaced with the most current education technology devices. Utilizing technology requires
breaking down the status quo with the older generation, who have been teaching or learning
English over the past 3 decades (Cai, 2021).
When teaching a language course, there are five components that a teacher should fully
understand to teach English effectively: reading, listening, speaking, writing, and translating
(Cai, 2021). Educators need pragmatic teaching skills, such as the ability to select engaging and
engrossing listening materials or design appropriate online quizzes or games, to check learners’
comprehension and teach young learners how to read by selecting exciting reading materials
based on the student’s reading level. When teaching English online, asking questions based on
the reading and listening assignments is essential to encourage verbal participation in class. This
is helpful for students to formulate the sound of vowels and consonants to construct correct
English sentences. After completing the listening, reading, translating, and speaking exercises,
students often have writing requirements. Once submitted, the teacher can provide feedback to
help the students improve their writing process and better prepare them for their next writing
assignment (Cai, 2021).
Quality teachers need to have a self-learning ability to enhance teaching skills to provide
effective language instruction and better communicate with all learners (Graziano &
Bryans-Bongey, 2018). In sum, online English-language teachers have many responsibilities for
designing educational strategies that are student-centered and focused on strengthening linguistic
23
sensitivity while improving listening comprehension and competency of verbal expression to
enable students to master the English language. They provide a student-centered educational
strategy, strengthen learners’ linguistic comprehension and technical utilization, assess
implementation, and self-enhancement ability.
Strategies for Online English Courses
Developing a rigorous online learning strategy for K–12 learners is essential in providing
quality teaching and curriculum for English language learners. Learning outcomes depend on
how the teacher organizes lesson plans, designs an intensive curriculum, and establishes a
teaching delivery model that is interactive and fun for young learners. A step-by-step learning
approach incorporating best practices is also important in designing a successful online learning
strategy (Chhabra, 2021). Effective online learning encompasses an experiential learning model
that combines innovative teaching practices to accommodate diverse learning styles (University
of Illinois Springfield, 2021).
As part of developing an effective online learning strategy, shifting from the traditional
teacher-centered mindset to a more student-centered approach to learning is critical (Dickerson
& Teaue, 2011). Whereas a teacher-centered methodology is a one-sided form of learning,
student-centered teaching is a collaboration between educators and students in which students
participate in their learning development (Chhabra, 2021). A teacher-learner relationship should
be established where the teacher allows students to help guide discussions through participation,
asking questions, and interacting with other students. The teacher facilitates and leads classroom
instruction but provides an open platform for students to be inquisitive, explore, and have the
ability to express their viewpoints and opinions. This form of learning is most effective because
students feel that their educational needs are heard and met. Especially on an online platform,
learners may be isolated and ignored in their virtual classrooms. Giving the opportunity and
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encouragement to participate reinforces them to take ownership of their learning experiences to
reach their potential (Chhabra, 2021).
To have students fully engaged and feel a sense of excitement within a virtual classroom,
teachers must have specific plans and explicit purposes in their expectations of students (Russell
& Murphy-Judy, 2021). This will also help design a constructive learning strategy incorporating
student insight and contribution. Students should be aware of how their learning outcomes are
measured and what has been deemed a passing and failing grade based on the teacher’s grading
metrics. Establishing transparent communication of both teacher and student expectations sets
the foundation for an effective online learning strategy that can produce positive student learning
outcomes (Maldonado, 2018).
Numerous factors contribute to developing an online learning strategy for English
language learners. The following list illustrates significant components that should be included
when designing a strategy for online language learning and teaching (Chhabra, 2021), starting
with establishing a learning contract, which includes the teacher’s content as a navigation guide
and a clear guidance manual for young learners.
1. Lecturing is a primary teaching method, an efficient way of disseminating information
and working through the learner’s needs and developments.
2. Class discussion instructional design encourages learners to verbally express their
knowledge and understanding of a topic among peers and instructors. Although this is an
excellent method to establish group participation, this may be a challenge for young
online learners as they may lose sight of the initial discussion or become distracted due to
the nature of the online class experience.
3. Self-Directed Learning is a learner-initiated and self-learning form of education in which
instructors motivate young learners to initially learn on their own and encourage them to
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seek answers without the assistance of the instructor to strengthen their memory and
learning skills.
4. Mentorship is a pivotal role for teachers to offer support and guidance to those who may
have issues or are confused with learning assignments. The teacher ensures that the
students have the necessary resources and tools to excel.
5. Group discussions of any size are also beneficial for online language learning. This
allows students to pair in large or small groups for further in-depth discussions of the
knowledge and lessons.
6. The guided design focuses on developing learners’ decision-making skills by teaching
specific concepts, which links all parts of the online learning strategy.
7. Game design is a crucial component, especially for language learners. Games are
primarily used for young students because they provide a fun and interactive way to
learn, enhancing comprehension and memory skills. However, the game designs must be
clear and concise.
8. Students can learn from personal or other empirical learning issues and faults.
These e-learning components for online language instruction are instrumental tools in
learning to read, write, listen, and speak through a technical platform. Knowledge of pedagogical
styles and e-learning technology is important for instructors to fully understand as critical
educational online experts (Russell & Murphy-Judy, 2021). The medium in which they conduct
their online teaching should include cutting-edge technology and the utilization of modern
technical tools, such as YouTube, Skype, Twitter, Smartboards, mobile phones, Podcasts, blogs,
and other multimedia tools to enhance English language learning (Chhabra, 2021). Instructors
need to be familiar with each tool’s purpose and provide instruction on how to use these tools
better related to language learning. Teaching evaluation is another important component of the
26
strategy design for online English instruction to measure teachers’ quality, progress, achievement
strategies, and engagement (Li & Irby, 2008). This allows teachers’ feedback to build on their
strengths and to receive additional support for areas of continuing need.
While extensive teacher preparation is needed for effective online K–12 English language
instruction, instructors may not have an interest in teaching online due to issues that include the
discomfort and difficulty in shifting from on-the-ground learning to an online modality (Fein et
& Logan, 2003; Osika et al., 2009; Kebritchi et al 2017). Many instructors are more comfortable
teaching in person and enjoy face-to-face interaction with learners. They may also not think
e-learning will produce quality learning and learning content (Kebritchi et al, 2017). Moreover,
every teacher has their own “style” and preference in designing curriculum, collecting data,
organizing information, communicating, and teaching concepts. When developing their style of
teaching, instructors must also be aware of the types of students within the learning environment
and take into account the sensitive learning needs of each student who comes from various
socioeconomic and cultural backgrounds, including their ethnicity, religion, financial
background, gender, and age (University of Illinois Springfield, 2021). An instructor’s teaching
style may parallel e-learning or traditional education. It varies based on the educators’ experience
and comfort level of teaching methods that best suit their students’ educational learning needs.
Challenges to Students’ V irtual Learning Experience
Student Learning Experience Barriers
Despite the application of technological advancements in e-learning platforms, a better
understanding of strategies for online teaching, and additional teacher preparation, the overall
virtual learning experience still faces challenges from the learner’s side. Learners’ expectations
can be a challenge that significantly impacts online teaching and learning (Li & Irby, 2008; Luyt,
2013). Some learners, and parents of young learners, may have unrealistic expectations that are
27
not aligned with the learning instruction and purpose, which can cause a lack of urgency for
assignment submissions and instructors’ dissatisfaction with student attitudes toward learning (Li
& Irby, 2008; Lyons, 2004). This can induce conflict between parents/students and instructors.
Learners’ readiness to attend online courses has also emerged as a challenge, directly
influencing online pedagogy (Hung et al., 2010; Smith et al., 2003). Not all students are
equipped with the positive attitudes and proactive motivation needed to be self-directed to learn
online. Especially for young online learners are easily lost and confused and frequently find it
difficult to concentrate while using technical learning platforms and tools (Luyt, 2013; Mayes et
al., 2011). Hung et al. (2010) outlined five concepts that influence online student learning:
self-directed learning, motivation for learning, computer and internet self-efficacy, online
communication self-efficacy, and learner control in primary or secondary education.
Self-directed learning is taking the initiative to learn without any guided assistance. Young
learners can formulate their learning strategies and tools to determine learning goals. Motivation
for learning includes external and internal factors contributing to a high or low desire to learn.
Factors include social surroundings, the teacher, and the learning environment. Computer and
internet self-efficacy involves having confidence and belief in one’s capabilities to navigate
internet actions and utilize computer programs for online courses to produce outcomes.
However, even with these five components, a student may disengage from in-class
participation or show a lack of interest in course content. For example, students may be
discouraged when they find it challenging to communicate with peers, fully grasp the writing
process, or complete reading assignments, especially for English language learners (Hrastinski,
2008; Wise et al., 2013). Research suggests that language learners show more enthusiasm for
online speaking and listening exercises than writing exercises. Wise et al. (2013) states that
online listening or observing is a complex phenomenon and a substantial component of learners’
28
participation in online discussions. A study of 96 participants within a 3-week online language
learning course found that learners spent three-quarters of their time listening or speaking.
Learners’ participation correlates to the delivery of course content and discourse (Wise et al.,
2013). There are benefits for both instructors and students when instructional design and
facilitation discourse coincide with learners’ interest and eagerness to learn the subject matter.
Integrating different content and multimedia, such as technical magazines, news, video,
YouTube, multiple learning tools, and TV , can pique students’ curiosity to have them fully
engaged and attentive during class sessions (Almala, 2005).
Communication is often another barrier instructors encounter with learners, particularly
young learners, in online language platforms. The effectiveness of instructor interaction with
students can be limited due to language barriers (Sherry, 1995). Students may face
communication challenges with peers and instructors, impeding learning and knowledge
retention (Limperos et al., 2015; Sundar, Xu, Q., & Dou, X, 2019). Consequently, this can harm
student confidence and motivation. As a young student learning a new language, online
communication will naturally be a weakness, making it difficult for instructors to identify
learning motivations. Communication barriers expose other challenges that obstruct quality
online learning. For example, weak communication skills can negatively impact students’
psychological state by causing contextual confusion, diminished personal confidence, and an
inability to develop collaborative relationships (Berge, 2013). If young learners cannot
understand the instructors’ delivery, they may not be confident enough to interact with their
peers or teachers to get help (Hara & Hew, 2000; Thorpe, 2002). Therefore, effective
communication is essential in a student’s virtual learning experience.
Online learning and teaching have also posed issues in assessing learning taking place
and challenges young learners encounter as they engage in virtual language learning experiences.
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Assessment of Online Challenges for Y oung Learners
Assessing student learning outcomes and identifying areas of improvement for young
online English language learners have been challenging for many instructors. Eighty percent of
learners at international schools worldwide are local students (Wechsler, 2017). Parents send
their children to these schools to encourage language learning in hopes that their children will
have the opportunity to study abroad in an English-speaking country. Online English language
courses are another option for parents who do not send their child to an international school,
believing early online class enrollment will place them in an advantageous position to better
prepare them for competitive admissions to prestigious institutions, career selections, and job
markets (Nikolov, 2015). Substantial monetary investments are made in children’s English
learning, attracting parents to register their children in English language classes (online and
offline) and other new language learning ventures.
With the growing interest in online language learning programs, developing an
assessment that identifies student challenges has been essential in enhancing student language
learning performance (Nikolov, 2015). Generally, young learners participate in rigorous
assessments distributed by their instructors. Research suggests several challenges to the accuracy
of these assessments, including young learners’ lack of concentration and motivation to
participate in online tests. Their attitudes toward these tests may misconstrue genuine answers.
Thus, the answers may not reflect their students’ learning ability and comprehension (Almeida &
Monteiro, 2021). Kotowicz (2020) highlighted other major challenges for online learners taking
an assessment: the inability to utilize technical resources, access to e-learning processes, and
poor wi-fi signal, especially within impoverished areas. Further, when young learners depend on
having answers readily available through the computer, they rely heavily on receiving immediate
30
resolutions rather than taking the initiative to discover answers on their own (Bell & Whaley,
1991).
Generally, five categories of instruments are utilized to evaluate online student learning
and contribute to the overall course grade (Kearns, 2012). These are (a) written assignments
(paragraphs), (b) online discussion, (c) fieldwork, (d) quizzes and exams, and (e) presentations.
All instruments have different advantages and disadvantages. Online writing assessments have
the advantage of being more open-ended than those in the test/quiz/exam category. They often
give students some topics to show their writing ability and how they integrate their knowledge to
reflect how they can integrate it to implement it into their real lives. Some disadvantages are that
online writing assignments and their answers are easily accessible for students, leading to
cheating and plagiarism (Kearns, 2012).
Online discussion is often provided by questions posed by the teachers based on materials
they read or a video they were required to watch (Kearns, 2012). This is a good assessment to
evaluate learners’ oral/speaking ability and logical competency when communicating with
others. Some disadvantages of an online assessment tool are that some students have an internal
personality, feel uncomfortable discussing the discussion questions with peers, and do not show
their true ability. However, this assessment form is important to address learners’ lack of
confidence or social skills in the long run (Kearns, 2012). Especially for online learning,
instructors also face the challenge of paying attention to everyone’s reflection during discussion.
Fieldwork is a written assignment that allows students to practice writing using their experience,
background, and personal perception. This type of assessment typically requires collaboration
with peers. At the same time, it is challenging to assess in an online platform how much each
child contributed (Kearns, 2012). The test/quiz/exam category encompasses traditional tests and
quizzes, often through online assessment tools, which benefit instructors by analyzing individual
31
learning and comparing students’ scores. However, reflecting on a learner’s real ability is still
challenging. Language learning can be difficult to assess through a traditional test.
Cheating is also relatively easy (Kearns, 2012). Presentations can also be beneficial for
both instructors and students. Multimode demonstrations can quickly be converted to web
presentations. Adding video animation, audio, three-dimensional images, charts, graphs, and
YouTube videos can enhance the quality and design of the presentation. However, there may be
some disadvantages, especially for those who have technical issues during presentations and
cannot troubleshoot the problem. Developing a well-designed presentation can be cumbersome
without the necessary tools and knowledge. Online education learning assessment barriers have
influenced the quality of online language learning and the ability to evaluate online teaching.
Online T eaching Evaluation
Teachers play a critical role in shaping the educational experience for young learners. The
quality of education received is influenced by many factors, but the teacher’s delivery and the
content produced by the teacher have the most significant impact (Harlen, W. & Deakin Crick, R,
2003) To assess student language learning performance, one must also evaluate teacher
judgment, quality performance, and teaching methods to determine the validity and reliability of
student language progression (Harlen, W. & Deakin Crick, R, 2003). Evaluating educators is
essential to identify what has been achieved and the issues encountered. Understanding the
strengths and weaknesses based on the evidence and interpreting these findings will help
educational administrators and teachers make informed decisions in developing future best
practices for student learning (Harlen, 2013).
Teaching evaluations are widely used to measure the effectiveness of student learning
outcomes. According to Harlen et al. (2003), evaluations can help provide detailed information
on a teacher’s performance’s validity, reliability, impact, and practicability. The results from
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teacher evaluations provide information and opportunities for teachers and schools to rectify
issues and gaps relevant to these findings. Instructors can use this feedback to enhance their
teaching approach to improve course quality subsequently. Schools may utilize the evaluations to
determine teaching effectiveness on student performance and thus determine whether a
promotion or merit pay increase is deserved based on the assessment (Baticulon et al., 2021). On
the other hand, some experts suggest the need to reflect more fully on an instructor’s ability in an
online platform and suggest that online learning still faces a big dilemma in evaluating teaching
quality (Baticulon et al., 2021).
Bangert (2008) states that classroom knowledge-oriented evaluations cannot capture “the
dynamic and complex relationship that co-exists between content, pedagogy, and technology” in
online courses (p. 28). Barak (2004) found that utilizing classroom evaluations for online courses
yields lower than standard scores for instructors and may influence stakeholders’ motivation to
provide consistent learning at online platforms. Additionally, young learners and their parents
may be unable to provide equitable or valid judgment for instructors because they are prone to
bias based on their position, emotion, and influence from others around them (Mansoury et al.,
2021). The primary objective in evaluating online teaching is not necessarily to highlight the
problems or mistakes of the educator but to use the results to develop best practices to help
further improve education to optimize student learning.
Best T eaching Practices to Impr ove Student Learning Success and Engagement in Online
English Instruction
Online learning has experienced significant growth in recent years, becoming a popular mode of
education across various disciplines and institutions. As a result, it is essential to consider the
best teaching practices that can enhance student learning success and engagement in this format.
Effective online instruction requires instructors who utilize rigorous methods to provide
33
meaningful learning experiences for students. This can include using interactive multimedia
materials, offering frequent opportunities for collaboration and discussion, and providing timely
feedback to reinforce learning performance. Furthermore, assessment approaches must be
carefully considered and implemented to ensure that they align with course learning outcomes
and promote deep learning. This can involve various methods, such as skills-based, rule-based,
and functional-based assessments. Implementing best teaching practices in online learning is
crucial for promoting students' learning success and strengthening the overall quality of
education.
Best Practices for Online English T eaching for K–12 Students
Effective teachers are paramount to successful student learning, and in the case of online
English studies, the teacher significantly impacts learning development and positive outcomes.
From a traditional brick-and-mortar setting to virtual classes, education has been transformed
through new and creative approaches in online teaching. As more language schools are
transitioning to an online learning modality, developing best practices is imperative to enhancing
the quality of English language learning.
Many educators have asked the critical question, “What has been proven to be effective
in online learning?” According to Sun and Chen (2016), three concepts to consider when
developing an effective online learning model include cognitive presence, teaching presence, and
social presence. Cognitive presence integrates thinking, comprehension, and analysis to engage
in the information and learning process. There is an emphasis on the facts, concepts, theories,
and knowledge needed to demonstrate cognitive presence. Teaching presence incorporates
instruction design, discourse facilitation, and direct instruction. This is considered the most
significant influence on the success of online learning. Social presence is defined as “the ability
of participants in a community of inquiry to project themselves socially and emotionally, as
34
‘real’ people (i.e., their full personality), through the medium of communication being used (p.
168).” It is the notion of providing a sense of community and belonging and being fully aware
and present within the virtual realm. Despite the many students’ difficulty developing virtual
relationships, this helps them communicate and create social bonds that allow them to be more
open among peers. Understanding the importance of these concepts and how they work together
sets a strong foundation for constructing the best online language learning practices.
Events, exploration, integration, and resolution trigger a young learner’s thought
processes and analysis within cognitive presence. An event prompts a learner to identify the
problem, which promotes further investigation. Next, the young learner explores the problem
through discourse and reflection. Then, integration takes shape from examination and
exploration to create meaning. Finally, a conclusive resolution is identified, and thus, new
knowledge is applied (Sun & Chen, 2016). This cognitive aspect of learning can be utilized
individually and within a group setting. It is the ability to process and make sense of an issue and
formulate the best answer. Within the online learning classroom, the teacher’s responsibility is to
instill a cognitive presence within the learning environment, such as creating work assignments
encouraging students to reflect on the questions as the teacher guides them through the process.
As students work with their teacher and peers, this further helps the learning process through
collaborative discourse and exploration to identify the meaning.
Teaching presence encompasses three categories that contribute to the overall
pedagogical quality of online language learning for K–12 students. The development and
utilization of instructional design, discourse facilitation, and direct instruction determine the
teaching effectiveness of the language instructor. As Sun and Chen (2016) further illustrated,
Instruction Design involves planning, structuring, processing, interacting, and evaluating. This
includes online presentations, lecture notes, audio/visual aids for lectures, and individual and
35
small group activities/assignments with designated due dates, in addition to technical support
provided in helping learners navigate through the online systems. The course design can be
divided into five stages: (a) designing content, (b) developing content, (c) implementing content,
(d) evaluating the course, and (e) revising content.
In facilitation discourse, instructors engage with students by reviewing and responding to
student posts, observing and asking questions during student discussions, ensuring course
discussions are on track, and assisting individual students who may be struggling and need
additional assistance. According to Pelz (2008), facilitating online course discussions includes
(a) identifying areas of agreement and disagreement; (b) seeking to reach
consensus/understanding; (c) encouraging, acknowledging, and reinforcing students’
contributions; (d) setting a climate for learning; (e) drawing in participants/prompting discussion;
and (f) assessing the efficacy of the process (p. 114). In direct instruction, the instructor
exemplifies leadership and scholarly knowledge as they determine whether or not students
understand course content. The instructor provides additional resources and prompts feedback to
motivate students to pursue higher learning and achievement.
Establishing a teaching presence creates a balance between cognitive presence and social
presence. That is one of the reasons why a strong teaching presence plays a pivotal role in
shaping social presence and building a learning community. Thus, teaching and social interaction
reinforce student cognition learning. Social presence has a considerable influence on molding the
student online learning community. For an individual student to develop a sense of presence in
the online realm, they must respond to posts, message other students, and participate in group
activities. The student must know their online presence through further inquiry, demonstration,
responsiveness, and motivation to continue participating in online class sessions. Maintaining
constant online communication between instructors and peers fosters a sense of belonging and
36
develops a stronger collegial relationship. As the teacher takes on a more interactive role and
encourages social interaction between students, this results in higher cognitive learning (Sun &
Chen, 2016). One component cannot work without the other; therefore, creating a balance will
enhance the online learning experience for teachers and students in online language instruction.
Recognizing the presence in the online learning environment, it becomes easier to
identify areas of advancement and progress in further developing a growth learning community.
Much work is needed in preparing for online course design and delivery, and instructors often
have limited to no online training (Sun & Chen, 2016). Given the time required to successfully
plan and execute an online course model, instructors should have sufficient time to enhance
online instructional quality. This will alleviate the stress of being overworked.
Other recommendations in developing best practices for online English teaching include
creating “icebreakers” (activities used to introduce the class and establish a comfort level in the
group) that involve students introducing themselves and learning more about their peers. Using
an interactive activity at the beginning of a class can also increase the likelihood of higher levels
of participation throughout the course. This can also encourage students to practice their
English-speaking skills in class. Providing clear guidelines for participation and information for
students about course expectations and procedures is another example of building
communication and transparency between teachers and students (Levitch & Milheim, 2021).
According to Russell and Murphy-Judy (2021), most learning activities should be based on the
targeted language (i.e., English). When developing interactive course content and activities
(audiovisual and interactive means), it is essential to avoid overly long text-based instructions
and move toward an effective method of presenting content that is comprehensible for young
learners especially given their limited English comprehension skills. Russell and Murphy-Judy
(2021) further convey the importance of building a learning atmosphere inviting students that
37
promote cohesiveness, support, and openness. To do this, a teacher should articulate course
materials so that students can clearly understand, such as stressing consonants and vowel sounds.
This allows students to practice their speaking and listening skills through classroom
engagement.
The following are additional examples of best practices that can be implemented in any
online language learning modality (Levitch & Milheim, 2021).
1. Set a warm, welcoming tone right at the beginning of the course to connect with
students. It can be intimidating for young learners with limited English language
skills to be in a class where communication can be challenging. This is why creating a
welcoming environment will put students at ease.
2. Do ice-breaking activities to create a community of learners; ask students to share
personal profiles, bios, stories, and other examples of personal information. Creating
icebreakers that are easily comprehensible for English learners is important. Simple
questions will help learners slowly become comfortable with their English speakers
rather than complex questions that will only confuse students and discourage them
from participating.
3. Offer a “live” orientation session through Skype or any other web conferencing tool,
so students can interact with the instructor in real-time.
4. Provide a discussion forum for non-course-related social interactions. Developing
exercises that include discussions about the students themselves will allow learners to
engage and practice their English skills. This also helps with building personal
relationships with students.
5. Encourage peer-to-peer support. This is helpful for young learners to have that
support from other peers to encourage and praise one another in their class efforts.
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6. Incorporate group work. With the teacher’s guidance, group work will allow them to
practice their language skills and learn from one another.
7. Encourage students to contact the instructor after digesting feedback on their
assignments or discussion postings; a short note to contact the instructor with any
questions makes them feel comfortable seeking additional help.
2. Provide an overview of what is due each week to keep students working in their
cohort and interested in the topic.
3. Keep the topics provocative and relevant to students’ lives and studies. Incorporating
topics that pique students’ interests will allow them to engage more in class
discussions.
4. Assign a product based on the discussion that leads them to synthesize, integrate, and
apply what has been discussed. This would include Q&A language practice skills,
deconstructing words and sentence structures, pronunciation audio assignments, and
visual exercises that help students associate English words or phrases with the images
presented (Levitch & Milheim, 2021).
The importance of social integration and online community, teacher-student discourse
and collaboration, and cognitive learning is prevalent in these building blocks for teaching and
student success. While developing strategies and procedures for optimizing teaching practices is
fundamental, valid assessments for online K–12 English learning are equally important to
guarantee that learning deliveries and outcome objectives are measured and achieved.
Best Practices in Assessment for Online K–12 English Learning
Assessments are an integral part of strengthening teaching and learning performance and
can be found in most instructional design models as a salient feature connecting evaluation to
educational instruction (Ravenscroft et al., 2017). Assessment information from online courses
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can assist instructors in determining a plan of action in attaining learning outcome goals,
diagnosing student learning problems in specific areas, providing targeted feedback or additional
scaffolding to students, and making summative judgments pertaining to grades or retention
(Peterson, 2016). Assessment information can also help revise instructional materials, determine
appropriate course content information, and utilize technology to support quality teaching
(Guerrero-Roldán & Noguera, 2018). In a study of ESL teachers (Guerrero-Roldán & Noguera,
2018), many second language teachers used three approaches to evaluate online learners:
1. Skills-based approach - Emphasizes and focuses on evaluating learners listening,
speaking, reading, and writing via cutting-edge technology tools and platforms.
2. Rule-based approach - Focuses on the importance of grammatical rules and a conscious
understanding of the language system to reflect learners’ understanding in smoothly
implementing knowledge learned into their real lives. Game designs or scenario analyses
are examples of ways to test student knowledge.
3. Functional-based approach - Focuses on interactive communication with peers or
instructors. This includes cooperative learning within small groups and the ability to
adapt to real-life social situations (p.8).
The best assessment methods correlate to student content learning and comprehension
during class instruction. Kerns and Harris (2012) suggested that there are several factors when
developing online student assessments. This includes students conducting a self-assessment of
their work and assessing peers’ work. Through this, the teacher assesses student performance
through actual work submitted and how they perceive their quality of work and learning
progress. Self-assessment and peer assessments through reflection can also be incorporated with
the overall teacher evaluation of the student. For example, written assignments from English
learners can be divided into phases in which young learners can submit deliverables for feedback
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intermittently throughout a semester. Developing rubrics for students to use as guidelines when
critiquing their work and during peer reviews can also be a valuable assessment tool.
Creating best practices in English language learning assessments involves one-on-one
discussions with students and being fully engaged in their learning. Exams and written
assignments can only partially understand a student’s learning progress in online language
instruction. When other factors are considered in the overall assessment of a student (student
meetings, student self-reflection, peer review, exam, and assignment rubrics), it provides a much
clearer picture of student academic performance. It can help identify areas that may be
challenging for students and need improvement. Teachers can focus on these issues and provide
remediation and support to ensure young learners acquire the knowledge needed to excel
academically and become proficient in English.
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Online K–12 English Instructors’ Knowledge, Motivation, and Organizational Influences
on Performance
Clark and Estes’ (2008) gap analysis model provides a systematic process to diagnose
performance gaps by examining knowledge, motivation, and organizational influences on
performance (Clark & Estes, 2008). This conceptual framework was initially utilized in
organizational performance research to provide a methodological approach to stakeholder
performance goals and disparities, or gaps, in goal achievement (Nestell & Goldston, N/A). This
study used the gap analysis conceptual framework to examine WAPrep’s part-time online K–12
English instructors’ knowledge, motivation, and organizational influences impacting young
learners’ English language achievement. Based on the findings, recommendations for practice
are offered.
Knowledge and Skills
Teachers’ knowledge has a significant influence on a classroom. For this reason, it is
imperative to examine whether a teacher understands performance objectives and how to achieve
these goals successfully (Nestell & Goldston, N/A). Knowledge has a significant impact because
it is the primary determinant in evaluating organizational performance and teaching
improvement. When teachers recognize their faults, shortcomings, and assets, they can
thoroughly analyze and assess problems and strengths to accomplish performance goals (Clark &
Estes, 2008). Krathwohl (2002) distinguishes the concept of knowledge into four categories:
factual, conceptual, procedural, and metacognitive knowledge. Declarative knowledge includes
factual knowledge and conceptual knowledge. Factual knowledge is the ability to know about the
“what,” such as facts or meaning of terms (Aguinis & Kraiger, 2009) and consistency of the
fundamental skills that can solve problems related to terminology, definitions, and specific
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details (Anderson & Krathwohl, 2011). Conceptual knowledge involves the core concepts for a
domain and interrelation (i.e., “knowing that”), which has been characterized by practicing
several different constructs, such as categories, generalizations, structures, and models (Star &
Stylianides, 2013). Procedural knowledge is a different skill than “knowing how” in a
step-by-step process, but rather, it requires specified instructions to attain various goals (Byrnes
& Wasik, 1991).
Lastly, metacognitive knowledge is the highest knowledge level, reflecting
self-recognized skills. Retrospectively, it is ruminating on one’s progress toward achieving the
goal and self-knowledge identification. An individual with metacognitive knowledge should
consider personal issues and think about context problems, which is crucial in the strategic
ability to solve problems (Anderson & Krathwohl, 2011). The distinct knowledge frameworks
suggest various types of knowledge online instructors at WAPrep have to implement best
practices to support online K–12 English language learners. A key concept (knowledge) learned,
conceptualized, and applied suggests steps for instructors to make the best classroom
management and teaching decisions.
Declarative Knowledge of W APrep Online Instructors
Declarative knowledge, or knowledge of “that,” combines both factual and conceptual
knowledge. Factual knowledge involves simple facts such as dates, names, terminology,
symbols, components, and specific details (Krathwohl, 2002). Conceptual knowledge is
associated with a deeper understanding of a principle, concept, and comprehensive relationship
between different components of particular matters (Krathwohl, 2002). Both factual and
conceptual knowledge reflect online language instructors’ understanding of technical teaching
methodology challenges and the relationship pertaining to their skill sets in resolving these
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challenges. Specifically, teachers need to have factual knowledge of online learners’ challenges
and conceptual knowledge of tools/principles/models of providing advanced online language
teaching. To be effective online educators, instructors need to enhance their teaching methods by
continuously improving and acquiring new technical skills (Bawane & Spector, 2009).
Preparation and becoming familiar with innovation are imperative for effective daily class
instruction.
Procedural Knowledge of W APrep Online Instructors
According to Krathwohl (2002), procedural skills are achieving a goal through a process
or method. Instructors must be able to successfully exhibit their advanced technical proficiency
through specific step-by-step applications combined with their current curriculum and know
processes for overcoming challenges that arise. Ambrose et al. (2010) emphasized that both are
interconnected, while procedural and declarative knowledge may differ. For example, instructors
must know facts and concepts related to their daily use of advanced technology. In addition, they
should also have procedural knowledge of how and when to apply their acquired skills to
enhance their teaching performance and overcome challenges.
Metacognitive Knowledge of W APrep Online Instructors
WAPrep online instructors need to be self-aware in identifying their level of pedagogical
and technological proficiencies and areas for improvement to establish ways to improve their
teaching practices and student learning performance. According to Anderson and Krathwohl
(2001), metacognitive knowledge is essentially the instructor’s ability to understand their
cognitive ability (the self), the task at hand (purpose and nature), and the strategy for application
(next steps). For example, metacognitive knowledge entails an instructor’s awareness of
cognitive factors, problems, and obstacles relating to their lack of proficient technical skills. The
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instructor’s task is to understand the importance of acquiring new technical skills and the
measures needed. Finally, the instructor must determine the next course of action (strategic plan)
to resolve their technical shortcomings through professional development, training, and
evaluation.
T able 2
Assumed Instructor Knowledge Influences on Performance
Knowledge Type Assumed Knowledge Influence
Factual
Conceptual
Instructors exhibit knowledge of challenges online language learners
face (factual)
Instructors understand the tools/principles/models of providing
advanced online language teaching
Procedural Instructors have the ability to implement processes to overcome
challenges faced in providing online language teaching.
Metacognitive Instructors exhibit self-reflection on their effectiveness in
implementing advanced online language teaching, including using
different teaching strategies for different student needs.
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Motivational Influences
According to Clark and Estes (2008), motivation consists of three indicators: active
choice, persistence, and mental effort. Active choice is when an objective or plan comes to
fruition by taking action. Persistence is the determination to continue despite obstacles and
setbacks. Mental effort is the neurocognitive process that develops innovative solutions and
ideas. Motivation creates meaningful relationships between teacher-students and promotes a
growth mindset. It is a driving force that can inspire students to take an interest in their learning.
These behavioral indices are undergirded by psychological influences such as self-efficacy and
task value.
Like knowledge, motivation is an important factor influencing individual behaviors and
performance (Clark & Estes, 2008; Rueda, 2011). It can be defined as the inner desire that drives
educators to accomplish personal tasks and organizational goals (Lindner, 2019). Clark and Estes
(2008) discussed three motivational indicators: goal orientation, task value, and self-efficacy.
These motivational indicators can also be used in relevance to online English instructors.
Language teachers must be goal-oriented to help set achievable academic benchmarks for short
and long-term goals. Task values involve four different values associated with instructors’
external and internal motivation (Wigfield & Cambria, 2010). Self-efficacy refers to a person’s
ability to perform and succeed in a performed task (Bandura, 1986; Vieluf & van de Vijver,
2013;). Self-efficacy is a critical driver in evaluating the effectiveness of online instructors’
motivation, engagement, and effort to ensure that students are given high-quality instruction
(Pintrich, 2000). Although various motivational influences are vital in achieving stakeholder
goals, examining task values and self-efficacy is important in evaluating gaps or insufficiencies
that may impact WAPrep institutional goals as they affect teaching quality and outcomes.
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W APrep Online Language Instructors’ T ask V alue
The concept of task value is defined as an individual’s perception and understanding of
motivation and its relationship to current behaviors (Bong, 2001; Husman & Lens, 1999). Task
value directly impacts online language instructors’ motivation toward their short-term and
long-term work performance. Eccles (1983; Eccles & Wigfield, 1995) have suggested four types
of task value: utility value, attainment value, intrinsic value, and cost. Attainment value is the
perceived importance of engaging in online language teaching, and intrinsic value is the
perceived enjoyment of engaging in online language teaching. Utility value is associated with the
perceived usefulness of online language teaching that instructors provide, and cost value is
related to the perceived efficiency of online language teaching for learners. Based on different
types of value, instructors at WAPrep should understand the value of students learning a
language online, feel satisfaction from their career, and understand how vital implementing
advanced online language tools is to enhance the quality of online teaching
W APrep Online Language Instructors’ Self-Ef ficacy
This study explored WAPrep online language instructors’ self-efficacy as a contributor to
their desire to learn and introduce new advanced technical tools into their daily work. According
to Bandura (1986), self-efficacy is the belief that one has the competency to perform a particular
goal, which has been found to impact decisions about what actions to perform and how much
effort and motivation to exert in attempting to perform the actions (Bandura, 1977, 1986; Gist,
1987). Instructors confident in their teaching abilities are more inclined to have a positive
attitude and invest more time and effort in improving their online classes.
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T able 3
Assumed Instructor Motivation Influences on Performance
Motivation Construct Motivation Influence
Self-Efficacy Instructors are confident in their ability to provide
advanced online language teaching practices
Task Value Instructors perceive the importance of students learning a
language online, garner satisfaction from their careers, and
value implementing advanced online language tools to
enhance the quality of online teaching
Organizational Influences
In Clark and Estes’s (2008) gap analysis framework, organizational influences, in
addition to knowledge and motivation, affect performance. Within organizations, cultural models
and settings impact stakeholders’ overall productivity. Gallimore and Goldenberg (2001) explain
that cultural models are ingrained in the conscious and unconscious understanding of who we
are. What we value and do as an organization is shaped by the constructs of culture (Rueda,
2011). Cultural settings are based on the who, what, when, where, why, and how that impact
everyday life and how individuals view their surroundings (Rueda, 2011). A cultural setting is
when two or more people come together to accomplish something based on shared principles
(Sarason, 1972). The relationships and collaboration between all stakeholders influence the
cultural settings in WAPrep Online LLC. Establishing virtual learning communities, meetings,
workshops, and buildings create positive work settings that enable teachers to improve
educational learning. This, in turn, leads to stronger relationships and interactions between
instructors and students and improves learning quality.
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Cultural Models of W APrep
Cultural models identify an organization’s beliefs and values. They include the attitudes,
beliefs, and behaviors that impact stakeholders’ efforts and motivation to push them to become
successful (Allen, 2018). WAPrep Online LLC emphasizes the quality, affordability, and
flexibility of international online English learning education for children (K–8) in Asia by
offering alternate solutions to traditional schooling and utilizing cutting-edge 21st-century
technologies and experienced teaching professionals. Based on WAPrep stakeholder goals, their
cultural models need to instill the importance of advanced online English language teaching as a
core value of the organization. This entails creating trust among the instructors that the
organization will enrich their teaching performance and enhance their career credentials by
providing ongoing support. Doing so will help strengthen technical knowledge and application,
as well as motivation, as a means to improve teaching performance.
Cultural Settings of W APrep
WAPrep online instructors have various academic backgrounds, professional experiences,
and teaching methodologies. It is important that the organization establishes clear and reasonable
expectations of part-time language instructors as part of its cultural settings and communicates
them effectively. WAPrep administrative directors emphasize that all instructors should be
guided by specific step-by-step coaching and receive additional training in the following areas of
practice: practical communication skills (colleagues and students), time management, classroom
facilitation, mastery of multimedia projects, and adaptation of curriculum and course materials
via technical implementation. Receiving additional training and online tools can help instructors
create a robust online learning environment. In addition, to clear expectations and training to
meet those expectations, the organization needs to provide appropriate financial rewards to
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encourage instructors to implement advanced online teaching methods daily to strengthen higher
teaching performance and pedagogical quality to elicit student achievement.
T able 4
Assumed Instructor Or ganizational Influences on Performance
Organizational Influence
Category
Organizational Influences
Cultural model Influence The organization needs to establish trust with
instructors that the organization will enrich their
teaching performance and enhance their career
credentials by providing ongoing support
Cultural Setting Influence The organization must set clear and reasonable
expectations for part-time English language
instructors.
Cultural Setting Influence The organization needs to provide appropriate support
for instructors, including incentives, to implement
advanced online technical proficiency during their
daily work.
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Knowledge, motivation, and organizational influences can support or impede instructors
from providing quality online teaching (Banerjee et al., 2017)). This research was conducted
through the lens of Clark and Estes's (2008) gap analysis to better understand the factors that
influence teaching quality for online K–8 English instruction. Knowledge is a fundamental and
primary necessity for online teachers. Enhancing factual, conceptual, procedural, and
metacognitive knowledge will produce a higher-quality teaching context. Motivation is the
intrinsic and psychological process that drives educators to be inspired and highly engaged with
students through their efforts and encouragement. This creates momentum for students wanting
to reach their academic goals (Pintrich, 2003). Organizational culture, including cultural models
and settings, can positively or negatively impact performance. Each individual plays an intricate
role in shaping organizational culture and defining the measure of success. If online instructors
embody an organization’s knowledge, motivation, and positive influences, they can provide a
learning environment that allows personal and academic growth for language learners. Some
barriers can hinder the enhancement of quality teaching and learning. These obstacles, whether
organizational, leadership, or policy, can stagnate educational progress and deter educators from
reaching their goals to ensure students receive the highest education quality. If the organizational
leaders and instructors work collectively to understand what is important and needed to reinforce
excellent online teaching, barriers can be mitigated. Identifying issues and working toward a
solution is a step toward positive change in online pedagogues and for the future of distance
learning.
Conclusion
This literature review provided an overview of the context of online English language
learning for K–12 students and issues related to teacher quality and preparation, practice,
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technology, and evaluation. The literature illustrated social and academic obstacles negatively
impacting online language teaching quality and students’ virtual learning experiences. The
literature review also highlighted some best practices for teaching English online to youth and
assessing their learning. The literature review concluded with a discussion of Clark and Estes's
(2008) gap analysis framework as the lens used to understand part-time WAPrep English
language instructors’ knowledge, motivation, and organizational influences on their ability to
provide advanced online instruction to K–8 students. The following chapter discusses the study’s
research methodology used to better understand and assess the assumed influences on
performance and where there are continuing needs to improve performance.
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CHAPTER THREE: METHODOLOGY
Online language learning offers new accessibility to language instruction for young
learners. The effectiveness of this learning depends on using new pedagogical approaches and
designs to support online language instruction. This study aimed to examine the knowledge,
motivation, and organizational factors affecting first- to eighth-grade part-time online English
language instructors’ teaching performance at WAPrep. This chapter delineates the data
collection methods used. The following research questions guided this study:
1. What are the WAPrep online language part-time instructors’ knowledge and motivation
to provide advanced online language teaching practices?
2. How does the WAPrep school support the instructors in providing advanced teaching
practices?
3. What are the recommendations for WAPrep to improve its part-time online instructors’
teaching quality performance in the areas of knowledge, motivation, and organizational
resources?
This chapter discusses the methodology used to conduct this qualitative methods study,
including an overview of the organization, the population and sample selection, data collection
and analysis, data credibility, ethics, and the researcher’s role.
Organization Overview
WAPrep’s mission is to provide quality, affordable, and flexible international online
English learning education to children from first grade to eighth grade in Asia by offering
alternate solutions to traditional schooling. WAPrep Online states that they accomplish this by
utilizing cutting-edge 21st-century technologies taught by experienced teaching professionals.
Students can learn at their own pace, allowing flexible and accommodating student schedules.
The school provides an innovative curriculum different from the traditional classroom approach
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by focusing on creativity and critical thinking skills that will benefit students throughout their
academic careers. WAPrep’s online language program provides unique learning experiences
where only native-speaking instructors teach classes, and the curriculum design is tailored to
replicate East Asian cultural experiences and learning preferences. WAPrep Online LLC’s online
education is intended to help students acquire the knowledge and proficiency of authentic
language learning, technical skills, and online learning strategies that will open multiple
opportunities in future academic and professional fields. By providing flexible schedules,
personalized attention, assessment systems, and a proven track record of academic achievements,
WAPrep is poised to become one of the top leading online English teaching organizations in
Asia’s e-learning market.
WAPrep online education was established in 2018 in Seattle, Washington. The online
language school is one of the departments in Washington Preparatory School, including primary
and secondary institutions that provide STEEM. WAPrep Online also offers an IB program to
strengthen students’ skill sets to matriculate into top-tier universities. The student experience at
WAPrep is designed to enhance learners’ future career aspirations, where creativity,
perseverance, and critical thinking are vital attributes in becoming successful leaders of
tomorrow. There have been 4500 students enrolled at WAPrep online programs since its
establishment, of which 1200 were current students (1st grade-8th grade) in the online language
program at the time of the study. Most online language students come from SouthEast Asia: 65%
are Tawainese, 30% are Korean, and 5% are Chinese.
Stakeholder Gr oup of Study
The stakeholder participants in this study were part-time online language instructors
employed at Washington Preparatory School’s online English language program. All language
instructors are responsible for teaching online English language courses to young learners. Their
54
teaching quality will determine students’ learning performance. At the time of the study, 35
part-time online instructors were teaching Grade 1 to Grade 8 students’ online English language
courses at WAPrep. Among the 35 online instructors, 23 were female, and 11 were male.
Instructors are responsible for teaching English language skills to the grade level being
taught, such as speaking, writing, listening, reading comprehension, and communication. All
online instructors work remotely worldwide (within various countries and time zones) and use
telecommunication tools to interact with young learners. Among the 35 instructors, 70% are
American, 20% are Canadian, and 10% are European teachers. Twelve part-time English
language instructors were interviewed to provide substantial information on the knowledge,
motivation, and organizational influences that impacted the technical teaching proficiency of
online language instructors at WAPrep. Interviews Continued until saturation was reached,
meaning additional interviews revealed no new categories, themes, or findings (Merriam &
Tisdell, 2015). The number of participants was sufficient to garner a comprehensive
understanding of instructor assets and needs in delivering a high-quality teaching experience for
online language learners.
After receiving institutional approval, I contacted instructor managers to discuss this
study’s targeted participants. I then provided them with specific participant criteria to pre-select
online instructors based on them. The instructor managers gave me a list of instructors who met
the criteria, and I invited them to participate in an interview via phone or a Zoom meeting. All
participants received detailed information regarding the purpose, procedures, and data relating to
the study. To maintain objectivity and avoid bias, I upheld all ethical research measures and
practices of the University of Southern California’s Institutional Review Board (IRB).
55
Interview Sampling Criteria
This qualitative study’s participants were part-time online English language instructors
employed at WAPrep. Purposeful sampling was used as part of the participant selection process,
which is an approach that allows the researcher to select particular criteria within a potential
participant group (Johnson & Christensen, 2015). I provided specific criteria to instructor
managers to confirm the participants fit with the criteria and to get the instructor’s information
list. Then, I sent the recruiting email and a short introduction to the instructors. I interviewed 12
instructors based on their response priority and provided a consent form to participate in the
study. The following criteria governed the decision on who would be selected for the interviews.
Interview Selection Criteria
1. Online language instructors must be employed at WAPrep at the time of this study.
2. Online language instructors must have taught at least two online language courses in any
grade level at WAPrep.
3. Online language instructors must have at least 2 or more years of online teaching
experience in any educational institution, including WAPrep.
When equipped with these criteria, instructors had sufficient experience with the online
learning industry, including at WAPrep and other institutions. In addition, when participants have
taught at least two online language courses at WAPrep, they have already been teaching at
WAPrep for more than 6 months. They are familiar with the organization and course content.
This experience at WAPrep allowed instructors to provide fruitful information related to the
research questions. Twelve language instructors participated in this research. According to Clark
and Estes (2008), about a 25% to 35% sample will suffice in obtaining pertinent data to provide
conclusive findings regarding the general research population. For this study, a minimum of
eight to 12 research subjects, 25% to 35% of the total online language instructors at WAPrep,
56
were needed to collect data to support the research conducted. The selection process aimed to
maximize the sample pool’s variation to be representative of the diverse range of instructor
teaching experiences and content-based knowledge.
Document Analysis
Document collection is an additional resource to supplement interview data and enhance
the researcher’s organizational knowledge (Creswell, 2014; Merriam & Tisdell, 2016). In
conjunction with the interviews, document analysis was conducted to provide background
information to the research questions and to help deepen understanding of the interview
responses. Document analysis is important to support survey and interview data and substantiate
findings via triangulation (Merriam & Tisdell, 2016). Documents can be considered primary data
for qualitative research (Bryman, 2016). In consultation with the instructor managers, the
documents included human resources requirements, de-identified samples of student learning
performance evaluations, technical tools, and de-identified instructor evaluation documents.
Documents also included public resources from the school website, such as basic information
about the school and strategies from the principal. Further, instructors who were interviewed
could choose to provide additional documents related to their discussions.
Instrumentation
The instrumentation used for this qualitative study included document analysis and
interviews. The interview protocol contained 11 main open-ended questions asked of all
participants and additional probing questions, as needed (see Appendix A). The interview
questions were guided by the study’s research questions and, using Clark and Estes’ gap analysis
conceptual framework (2008), the assumed knowledge, motivation, and organizational
influences that may directly impact online English language instructors’ ability to implement
advanced technical teaching proficiency. Interviews provided in-depth information to better
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understand instructors’ knowledge, behaviors, perceptions, attitudes, and organizational supports
related to their advanced technical proficiency and learning within their online classroom setting.
All conducted interviews were audio-recorded upon permission granted and then transcribed.
A semi-structured approach (Merriam & Tisdell, 2016) was used to guide the WAPrep
online language instructor interviews conducted via Zoom. A semi-structured interview design
was chosen because it allowed flexibility in asking clarifying questions, provided a
conversational manner that was less intimidating to the interviewees, and allowed unexpected
understandings to emerge (Lochmiller & Lester, 2020). The duration of the interviews was
45–60 minutes. The interviews helped identify emerging themes related to the study’s research
questions. I reviewed and analyzed the interview data to extrapolate the common themes and
differences based on participant responses. After completing the instructor interviews, I
transcribed the audio recordings and notes. The researcher’s responsibility is to do no harm and
provide accurate and unbiased information through data collection and analysis (Asbaghi et al.,
2020). Therefore, all research questions were pre-approved by the program dissertation chair and
submitted to the University of Southern California’s IRB for final approval before the initial
interview phase of the study.
After IRB approval, document analysis included publicly available information and
private documents requiring authorized access from WAPrep. Documents provided by WAPrep
encompassed basic background information and additional materials that helped further support
the study's research questions. WAPrep human resources (HR) documents and teacher
evaluations, upon approval, were used to highlight instructors’ previous professional
backgrounds, education, and instructor teaching levels. No identifying information was provided
on the documents to connect them to any individual instructor. The evaluation of these
documents wais divided into three parts:
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1. Evaluations of instructor performance, de-identified.
2. Human resources requirements related to part-time English Language instructors.
3. Instructor reports on student learning performance evaluations (approximately 20
de-identified examples of student learning assessments such as quizzes, homework
assignments, and tests).
Instructor curriculum and supplemental materials provided by WAPrep were also
examined. Data related to instructor retention rates, technical proficiency, and training were also
requested as background information to the research questions and to help provide a deeper
understanding of the interview data. Due to the sensitive nature of particular documents,
permission to grant access was critical. Confidentiality and anonymity in handling this sensitive
information were of utmost priority for this study ((Merriam & Tisdell, 2016).
Data Collection
I used interviews as the primary source of data, as they provided a pronounced
understanding of participants’ experiences, conceptions, behaviors, and attitudes (Merriam &
Tisdell, 2016). I contacted the school principal at WAPrep for final approval to conduct the study
on part-time online English language instructors. After receiving the University of Southern
California Institutional Research Board approval, I contacted instructor managers to identify the
targeted participants for this study. I provided a specific list of participant criteria to the
instructor managers to select online instructors. Once the instructor managers identified qualified
instructors to participate in the interview phase (based on specific criteria guidelines), the
managers provided me with the instructors’ information. I then emailed all preselected language
instructors an invitation to participate in an interview via phone or Zoom. The email provided
detailed information on the researcher, the study’s purpose, significance, and suggested interview
time slots. The email clearly stated that the interview was voluntary and that all participants had
59
the right to accept or decline the offer. The interview times were chosen based on their
convenience for participants. A week before the scheduled interview, I emailed a copy of the
institution’s informed consent. The assumed time frame for interview completion was 3-4 weeks
after an invitation was mailed to all eligible participants. The interview focus was on “the
process in which researchers and instructors engage in the conversation based on questions
related to a research study”(Döringer, 2021). The interview entailed 11 open-ended questions
designed to understand KMO influences on instructors’ ability to provide advanced online
language teaching practices to support student learning outcomes.
During the interview, I used an audio recorder, upon permission, and took hand-written
notes. I also requested permission to video record the meeting. After completing all interviews, I
transcribed audio recordings, videos, and hand-written notes to compile data and the essential
information to support the posed research questions for this study. Emerging topics, themes,
meanings, variances, inconsistencies, and gaps were examined and organized into specific
categories pertaining to instructional knowledge, technical proficiencies, motivation, and
organizational influences that impacted overall teaching performance quality.
Data Analysis
This study utilized Clark and Estes’s (2008) gap analysis model. The analysis explored
KMO influences pertaining to online language instructors’ teaching performance through
advanced technical implementation. Before the initial interviews, a literature review and
informal document analysis were conducted to generate assumed KMO influences on this
performance (Bryman, 2016). Documents also served to help prepare for the interviews and
guide discussions. An analysis of documents, including course schedules, syllabi, curriculum,
language instructors’ professional and academic backgrounds, and instructor reviews, added
further depth to the interview data.
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After completing the interview, the information gathered through personal written notes
and audio and video recordings were transcribed, coded, and categorized (Bogdan & Biklen,
2007; Miles et al., 2014). I utilized open coding to distinguish empirical codes. Further, I
employed a priori codes based on Clark and Estes’s (2008) conceptual framework and the
assumed knowledge, motivation, and organizational influences. Next, I analyzed the empirical
and a priori codes, consolidated into analytic/axial codes. I identified emergent pattern codes and
themes in the third data analysis phase with the conceptual framework and research questions
(Bogdan & Biklen, 2007).
Cr edibility and T rustworthiness
To ensure the credibility and trustworthiness of the research, I developed procedures to
determine the authenticity and accuracy of the study (Maxwell, 2013). It was critical to eliminate
bias impacting participants and the study (Merriam & Tisdell, 2016). In addition, data collection
and analysis required a specific protocol to ascertain accuracy and authenticity to establish
credibility and trustworthiness in the study (Maxwell, 2013). The following measures were
included to address bias and establish credibility and trustworthiness: avoid favoritism; disclose
all research findings (positive and negative); respect the confidentiality of participants; make all
communication concise and transparent; and avoid embellishment and falsifying of data,
findings, and results (Creswell, 2014). The central hypothesis of qualitative research is that
“reality is holistic, multidimensional, and ever-changing” (Merriam & Tisdell, 2016, p. 238).
I understand that research has to change continually and involves multiple resources and
data. Careful consideration in data collection and analysis was taken, knowing that potential
changes can happen during the study. Merriam and Tisdell (2015) argued that it is imperative to
establish credibility and trustworthiness through data collection and findings transparency. Thus,
the data were disclosed to participants, including hand-written and computer-based notetaking,
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recordings, and transcripts of their interviews. To further facilitate this study’s credibility,
triangulation was one of the primary instruments adopted in the research (Patton, 2015). Data
were triangulated through the literature review, interviews, and document analysis. In addition,
member checking was applied to avoid ambiguity, misunderstandings, and misinformation in the
data collection (Merriam & Tisdell, 2015). Further, the dissertation committee review and
evaluation process helped maintain the study’s quality, originality, and credibility as conducted
by educational professionals with relevant fieldwork.
Ethics
It is critical to acknowledge the significant importance of establishing ethical
considerations in undertaking a qualitative study that requires substantial preparation,
beneficence, civility, equity, and careful and methodical analysis of results (Merriam & Tisdell,
2016). To maintain ethical research standards and exhibit research authenticity, I worked to
remove prejudicial perspectives and bias from this study (Merriam & Tisdell, 2015). Predisposed
assumptions or beliefs may derive from personal experiences, personalities, community
influences, and socioeconomic, cultural, and educational backgrounds. I intended to minimize
preconceived perceptions or biased opinions by practicing ethical research methodologies and
establishing credibility and trustworthiness with all involved in this study. This included being
aware of assumptions based on cultural differences, attitudes, research backgrounds, and
opinions. To conduct a study with maximum validity and reliability, a specific institutional
protocol must be set in place as a guide to meet standard ethical expectations (Glesne, 2011).
Before instructor managers were contacted or language instructor participants were selected,
USC’s IRB approval was obtained. According to Creswell (2014), IRB guidelines and
regulations safeguard that:
1. Participants have the right to withdraw at any point during the study voluntarily.
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2. Information on the protection of confidentiality is provided to all participants.
2. The fundamental purpose of the study and the proceedings used to collect and analyze
data are provided.
3. Any known risks that may harm participants are thoroughly explained verbally and in
written form to all participants in this study.
4. A statement to all participants delineates the potential benefits of participating in this
study.
An information sheet explaining the purpose and design of the study and how they would
be protected if they chose to participate, based on IRB guidelines and regulations, was provided
to each participant prior to the interview, and verbal consent was obtained. As the researcher, I
must provide sufficient and accurate information, protect their confidentiality, and emphasize the
option to withdraw from the study without ramifications. All potential risks to this study must be
eliminated (Glesne, 2011). For this purpose, I used pseudonyms to protect each participant’s
name, title, and personal background information. All interview data, such as recordings, emails,
and transcriptions, were kept confidential and stored in a safe folder on a password-protected
computer and a security box with an identification PIN. The information will be stored for a
maximum of 2 years, after which all data will be securely destroyed.
My primary purpose is as a doctoral student at the University of Southern California to
understand the problem of the practice of effectively providing online English language
instruction to youth and WAPrep’s language instructors’ knowledge, motivation, and
organizational influences on their ability to provide advanced online teaching practices in
support of student learning. As the school board and an investor in WAPrep, I have no
supervisory role or influence in any decision-making at the institution. I have no direct
relationship with school administrators, instructor managers, or faculty members. To mitigate
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bias and data manipulation and avoid implausible answers, I only provided pertinent information
to the study and my role as a USC doctoral candidate investigator.
Limitations and Delimitations
Limitations are influences that the researcher cannot control, and delimitations are the
boundaries the researcher sets that need to be addressed (Creswell, 2014). For this study, the
delimitations include that while online language teachers directly influence students’ learning
performance, other stakeholders, such as students, parents, principals, administrators, academics,
and Heads of schools, are also directly and indirectly associated with online language
performance. This research is delimited by the narrow focus on one stakeholder group, online
language instructors. Second, this study only focuses on online language learning and not all
online learning for young learners. The reason to focus on this field was based on research that
shows online language education has become an essential component in language education and
online instruction. (Appana, 2008; Dolence & Norris, 1995; Katz, 1999; Shopova, 2014). This
research only focuses on online language instructors without other majors of teachers who are
also producing a significant impact on overall online teaching methodology and a paradigm shift
to determine advanced technical teaching practices. The rapid online development, especially
after the COVID-19 pandemic, has increased online learning’s importance and place beside
physical learning, impacting all learning majors. The results may not be generalizable to other
online learning and understanding instructors’ knowledge, motivation, and organizational needs
to provide advanced online teaching practices. Lastly, this study used individual interviews based
on pre-selection criteria. The qualitative interview is to acquire data from personal experience
from an individual perspective and not gather or collect data from a group opinion that could be
inter-impacted by the reactions and responses of each other (Merriam & Tisdell, 2016). The
focus of online language instructors in the WAPrep organization did not capture other
64
organizations. The interview analysis could also not capture subtle differences between large and
small online language organizations regarding teaching performance based on advanced
technical teaching proficiency.
Moreover, In terms of limitations, participants might have had stereotyped opinions or
biases toward the WAPrep organization. Further, the study participants may have been unwilling
to share honest information about their perspectives, experiences, and barriers with the
researcher. Finally, the rapid expansion of online language learning during the COVID-19
pandemic and the effects of the pandemic on young children and their learning may have
influenced the instructors’ responses at the time of the research.
Role of the Resear cher
The role of the researcher is to ensure that the procedures, policies, and methods of the
study abide by ethical standards that will legitimately yield the most accurate and credible
research findings while protecting the research subjects from any harm (Creswell, 2014). My
strong background in higher education and interest in improving teaching reform has been the
foundation for pursuing this study on online language instructor teaching qualities and
performance concerning student learning outcomes. I recognize the bias that may arise as a
school board and investor at WAPrep and the significant threat to the research outcomes. Galdas
(2017) argued that most qualitative researchers have difficulty remaining neutral or unbiased
toward their study due to preconceived notions and opinions. Therefore, precautionary measures
have been created to mitigate bias throughout this research investigation. According to Merriam
and Tisdell (2016), clarifying information that illustrates the researchers’ experiences and
worldviews (constructivism) creates validity and truthfulness in finding meaning in the data to
better understand the research problem addressed. I will reflect on how my experiences and
65
worldviews may influence my interpretation of the data and work to remain open to the findings
and how they may challenge my beliefs.
Conclusion
This study aimed to learn about the experience of part-time online English language
instructors’ ability to implement advanced online language teaching practices, which influences
student learning performance. The qualitative approach utilized in this research supports
understanding the instructors’ lived experiences and contributes to a deeper understanding of
online instructors’ knowledge, motivation, and organizational contexts and their impact on
teaching practices at WAPrep. Purposeful sampling was used to select the targeted participants
based on several criteria. Data collection and analysis of open-ended interview questions and
document analysis supported the research findings. In addition, distinct ethical measures were
strictly followed to maintain research credibility and trustworthiness. Such measures included an
information form provided to the participants, verbal consent, and efforts to mitigate my biases.
The following chapter discusses the analysis and integration of data into research findings and
themes related to the KMO influences affecting online language teaching practices at WAPrep.
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CHAPTER FOUR: RESULTS AND FINDINGS
Instructor performance, including technical proficiencies, skills, and knowledge, is
related to student outcomes. The objective of this study was to explore online English language
teaching abilities related to advanced technical teaching proficiencies. Clark and Estes’s (2008)
gap analysis framework was applied to better understand the knowledge and skills, motivation,
and organizational support of online language instructors at WAPrep school that influence
teaching practices and impact instructors’ teaching performance. Specifically, qualitative data
were collected through semi-structured interviews and document analysis to help identify the
assets and gaps of online language instructors to implement advanced online language learning
practices in their classes that enable students to obtain an A score in their online English courses
and proceed to the next level.
This chapter presents key findings from the data collection and analysis. The findings
lead to recommendations for practice that will be further discussed in Chapter Five.
The research questions that guided this study were as follows:
1. What are WAPrep online language instructors’ knowledge and motivation to provide
advanced online language teaching practices?
2. How does the WAPrep school support the instructors in providing advanced teaching
practices?
3. What are the recommendations for WAPrep to improve its online instructors’ teaching
quality performance in the areas of knowledge, motivation, and organizational resources?
This chapter presents key findings and emerging themes related to Research Questions 1
and 2. The first question was designed to identify online language instructors’ knowledge and
skills, including factual, conceptual, procedural, and metacognitive knowledge, influencing their
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technical teaching performance. Task value and self-efficacy motivation influences were also
explored, focusing on the motivational factors impacting instructors’ teaching performance. The
second research question posited the effects of organizational models and settings on the
instructors’ online technical teaching proficiencies. Research Question 3 is then addressed in
Chapter Five.
Interview Participants
The interviewees were selected based on their experiences as online language teaching
instructors at WAPrep organization in Seattle, Washington. Twelve of 32 instructors met the
study criteria and were selected for the interviews. All participants had more than 2 years of
teaching experience and at least two courses taught at WAPrep. Semi-structured 1-on-1
interviews via Zoom were conducted in April and May of 2022. Each interviewee had 45 to 60
minutes to answer 11 main open-ended questions and additional probing questions, as needed.
The interviews were scheduled based on the interviewee’s availability. Interviewees were
assigned numerical identifiers to protect their confidentiality (Table 5). Each interviewee had the
right to decline any questions during the interview. The interview data are discussed in
subsequent sections of this chapter.
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T able 5
Interviewee Pr ofile
Interviewee Identifier Online teaching
experience
Gender
SL 1 6 years Female
CC 2 5 years Female·
JC 3 8 years Male
DN 4 5 years Female
SB 5 6 years Female
CRC 6 4 years Female
JW 7 3 years Female
HM 8 7 years Female
JS 9 10 years Male
KL 10 6 years Female
DA 11 3 years Female
AS 12 2 years Male
Results and Findings for Knowledge and Skills Influences
Online language instructors’ knowledge of online advanced technical teaching
performance is critical as they aspire to enhance teaching and student achievement. Specifically,
they must have sufficient (factual, conceptual, procedural, and metacognitive) knowledge. This
section highlights findings of knowledge assets and continuing needs; regarding the participants’
proficiencies that impact their current technical teaching practices at WAPrep. This study
assessed assumed factual, conceptual, procedural, and metacognitive knowledge influences on
their online language technical teaching performance. Table 5 illustrates these influences and
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whether they are assets or areas of continuing needs based on the interviews and document
analysis. Factual and conceptual knowledge interview questions focused on identifying basic
challenges instructors and students encounter during online learning sessions and their ability to
overcome them. The procedural knowledge question is associated with specific steps to
overcome challenges. Metacognitive knowledge is focused on instructors’ self-evaluation
(self-reflection) in determining the effectiveness and best practices to improve advanced online
language teaching performance.
T able 6
Assumed Knowledge Influence of Online Language Instructors’ T echnical T eaching Performance
A s s u m e d k n o w le d g e i n flu e n c e C a te go ry Current
Asset
C on ti nui ng Asset
I n s t r u c t o r s’ kn o w l ed g e of th e
c h a l l e n g e s t h at o n l i n e l a n g u ag e l e a r ne rs
f a c e
F ac tual X
U n d e r s t a n d in g o f i ns t ru c t i on a l t o o ls fo r
a d v a n c e d o n l i ne l a ng u ag e t ea c hi n g
C o nce ptu al X
K n o w l e d g e of h o w t o im pl e m en t
p r o c e s s e s to o v e rc o m e c ha l l e ng e s i n
o n l i n e l a n g u ag e l e a r ni n g
Pr oc edu ra l X
S e l f - r e fl e c t io n o n e ff ec t i v e n es s i n
i m p l e m e n ti n g a d v a nc e d on l i n e
l a n g u a g e t ea c h i ng m e t h od s a n d to o ls
M et aco gn iti v e X
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Students’ learning performance and retention rely, in part, on their instructors’ knowledge
of how to identify students’ challenges, determine effective approaches to overcome challenges,
evaluate students’ learning progress, and utilize the evaluation to adjust pedagogical teaching
practices. According to the findings illustrated in Table 2, all factual, conceptual, procedural, and
metacognitive knowledge assumptions were found to be knowledge assets. Most interviewees
identified students’ learning pedagogy, technical, and physiological challenges and had sufficient
ability to overcome the challenges they faced. In the subsequent sections, the data presented will
show the details of these findings.
Factual Knowledge of Challenges Online Language Learners Face
Factual knowledge is defined as terminologies specific to particular details and basic
components within any domain. Instructors must fully understand and recognize the foundational
information on a particular subject or discipline. The foundational information contains the
terminology and details of these subjects or disciplines (Anderson & Krathwohl, 2011). The
interviews suggest that the participants’ factual knowledge exhibits an awareness of the
challenges faced during online teaching and learning. These obstacles include students’
concentration on learning, online learning limitations, technological challenges, and homework
submission. Interviewees’ answers determined commonalities and contrasting challenges faced
at WAPrep.
Participants’ answers affirmed the assumed factual knowledge influence on their ability
to recognize online classroom and learning challenges based on three aligned interview questions
and document analysis. The interview questions addressed the following:
● The most pressing challenges students encounter as online language learners.
● Technical challenges that impede students’ success in online learning,
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● Whether student assignments are completed promptly or whether challenges impede
student assignment submission.
Interviewees’ responses suggested that student and instructor challenges depend on
various factors, such as the number of students enrolled and a shift from traditional in-person
pedagogical instruction to online platforms. These obstacles impact student learning, particularly
for young learners. Online language teachers must address students’ learning issues and provide
an appropriate and practical approach to developing a resolution to these problems.
This study found that participants have the knowledge to discern obstacles experienced
through teaching practices and learning. Interviewees’ answers determined commonalities and
contrasting challenges faced while teaching at the WAPrep organization.
S t u d e n t s ’ C o nc e n t ra t io n
Students’ concentration has been an issue for many online learners. The responses
provided insight into participants’ challenges facing online language learning. Among the 12
participants, 10 mentioned challenges with students’ concentration. These problems are a critical
challenge, as students are distracted and not fully engaged in their instruction. Online language
learning can be used anywhere, at home, in a coffee shop, or in a crowded room. This flexibility
has been an issue for instructors because of their limitations in controlling the learning
environment. Participant 5 stated,
The biggest challenge is keeping them focused during online classes because the students
learning online are sometimes distracted around them because they usually take online
classes at home. If they are especially living in a small apartment, maybe someone is in
the background cooking dinner, or a little brother or sister might need attention.
Participant 7 also mentioned young learners’ lack of concentration :
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The young kid is not paying attention, trying to do too many things at once. When they
travel to stay at hotels, restaurants, or any other kind of scenic place. The internet is bad,
disrupting their ability to hear and respond. Thus, the class almost totally lost their
concentration.
The interviewees also noted that students appear too comfortable taking online classes at
home, which causes various distractions, parental interruptions, and a lack of motivation due to
limited interactions with peers. Participant 2 stated,
Students’ parents will try the button and speak over or not allow the child to attempt an
answer properly or, if they are struggling, not allow me to do proper error correction or
their peers to do proper error correction. Thus, students are reducing their confidence
level of the student, making them less likely to want to read or engage because their
parent on that side is constantly correcting them, and it creates a very interesting struggle
power dynamic. Between the students, parents, and myself, they totally lost their
concentration and learning ability.
Similarly, Participant 4 mentioned that students based in Asia are distracted by their
parents, who may interfere with online learning. Parental involvement may not be conducive to
their learning experience. Although parental inclusion often supports learning, it can also be a
double-edged sword in that students cannot concentrate and become too reliant on their parents,
reducing independence and self-sufficiency in their learning.
T e c h n i c a l C h al l en g e s
Teachers identified technological issues as another dilemma students face during online
classes. Among the 12 interviewees, 10 participants stated that students had experienced
technical difficulties during an online session. These problems have included poor internet
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connection, unfamiliarity with the technical functions of devices, background noise that disrupts
learning, and other distractions that divert attention away from learning. Participant 4 stated,
“User devices, technical function challenges, all kinds of noise and distortion and distraction into
the classroom.”
In contrast, two instructors did not think they faced any technical challenges. They did
not feel they posed a challenge because the parents were always on standby for any support the
students needed. Although two interviewees indicated that they had limited issues with
technology use during online instruction, Participant 1 shared her experience with device
problems that needed resolution:
The technical challenge could be the platform you are using in the end. You have
iPhones, Androids, and tablets. You have so many devices that everyone is using that
everyone is swiping to do it. They may not have the memory capacity to do it. Many
people still like to touch and feel stuff when they are learning.
Younger students are especially frustrated if they are unaware of how to use all the
features of technical tools. Another technical challenge is the network issue: 70% of instructors
discussed they had had network issues. Some of them are located where the network is
unreliable. One mentioned a severe storm that affected connectivity. For example, one
instructor’s connection runs on a satellite and a router with SIM, which makes it easy to lose
connection. Participant 3 highlighted:
I was having strong technical issues with my wi-fi, and when I first moved to a new
place, I did not have my wi-fi set up, and when I was having an issue. … I have to spend
a considerable amount of time rebooting and reconnecting.
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Participant 5 also mentioned that students sometimes could not hear their instructors for a
while, specifically when their internet connection was unstable. Thus, based on the interview
data, a considerable problem is network issues that frequently happen during online learning.
The partial technical function causes challenges for young students.
H o m e w o r k S u bm i s si o n
Regarding students’ assignment completion and submission issues, all interviewees had
students who struggled to complete assignments on time. Instructors stated that out of a class of
50 students, only 50% completed and submitted their homework assignments on time. A busy
academic class schedule, school activities, and obligations contribute to late coursework
submission. Students may take some classes more seriously than others or take them for granted,
believing that some are extracurricular courses with no weight compared to others (Participant
9). Participant 6 articulated the challenge:
If you’re a little child, and you had a choice not to do your homework, you would
probably need some support from the parents initially so that they know that what is
recording in progress. Once you know they may have some technical difficulties
uploading it to the ClassIn platform again, they need some support from the parents, even
if they’ve done the homework and can’t upload it when they are in class. They can
always just hold up a piece of paper on camera, and we can see it, so there’s no excuse.
Based on the research findings, the participants have the factual knowledge to recognize
students’ learning challenges and the specific problems experienced during online instruction.
Although document analysis data were not available to further examine instructors’ factual
knowledge of technical teaching proficiencies, the interview data support their discernment in
identifying student issues. Conceptual knowledge is another critical component to help improve
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online teaching practices, in which instructor knowledge is implemented through effective
teaching tools.
Conceptual Knowledge of Instructional T ools for Pr oviding Advanced Online Language
T eaching
Conceptual knowledge is the understanding of interrelationships or functions among the
details and components that build up a larger structure (Krathwohl, 2002). In this study,
conceptual knowledge related to online teaching principles to understand theories, models, and
structures utilized in instructional practices and online student achievement across various
domains. According to the data, online language instructors understand teaching tools,
principles, and effective methods to guide students during online class sessions.
Participants were asked what teaching tools are essential in teaching online English
language courses. They were also asked for examples of using these tools during lessons.
Document analysis also addressed the assumed conceptual knowledge influence of the
interviewees’ knowledge of tools, principles, and models for providing advanced online
language teaching. The interview questions were designed to determine the technical tools they
implement in their online pedagogy and practices. The data analyzed (including information on
the website and HR documentation) highlighted the application of traditional props and
technical, interactive, and examination/quiz tools to enhance online teaching.
E d u c a t i o n al T o o l s t ha t i m p ac t S tu d en t E ngagem e nt
The information analysis on the WAPrep website indicated their commitment to
providing a high-quality and excellent online class experience for language learners while
striving to improve student measures and performance standards. The participants used different
personal tools to ensure students’ attention and improve learning quality based on their teaching
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behavior, experience, and ability. In addition, they ensured that adaptive learning methods met
students’ needs. Participant 2 discussed her conceptual knowledge regarding the essential tools
she utilized: “Adaptability is an essential tool for any teacher in general, regardless of the
platform. You never know how your students are feeling or what’s going on. And it would help if
you were adaptable.”
Adaptability and patience are important characteristics that align with the organization’s
objectives and mission. These traits have also significantly contributed to the success of adaptive
student learning to mitigate deficiencies in students’ language acquisition. Instructors’
pedagogical and technical tools were reported to garner student interest, engaging them in the
lesson plans. Four participants reported that tools like traditional props, vocal expressions, and
gestures strengthened students’ concentration. Props were reported as the most common tool for
most instructors. Participant 1 explained,
I use many props because you have to be able to show somebody something. Sometimes,
if you show a video, you get it, but if you can actually show somebody something and
how it connects and works together, they can make you know they can put it together.
Auditory and VR props have been valuable in fostering students’ imagination and
strengthening their cognitive memory. Specifically for young learners, props have been useful in
maintaining enthusiasm and excitement in their studies, such as when learning new vocabulary
or understanding language structures. Participant 1 discussed that she uses many small props to
capture students’ attention. Other instructors mentioned they use much body language or
comedic facial expressions to attract students’ attention and make them laugh.
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T e c h n i c a l E d uc a ti o n a l T o o l s
Technology platforms are critical applications for online learning. Educational
applications at WAPrep have used Google Drive, Zoom, institutional apps, presentation
platforms, Blackboard, Kahoot!, and ClassIn. WAPrep uses ClassIn as its primary technical tool
for teaching. This technology platform has provided a more interactive learning environment for
online learners. Instructors felt that using various technological tools has inspired students to
commit to learning objectives. Among the 12 instructors, eight utilized technical tools to engage
with students. Participant 7 expressed,
I like to use videos depending on how I like to be a little interactive. So, I prefer doing
things they can participate in in the class … I want them to be able to draw on the screen
and do it with me if it’s a video. … I use a lot of old-school hangman, view, and
vocabulary words to lead the kids who have to compete to fill in the blanks on the screen
share.
Instructors further stated that educational tools that allow students to draw and write are
popular among young learners as they help cultivate creativity and imagination. Participant 3
highlighted using creative-looking backgrounds related to grammar and the educational setting
as a background constantly on camera while working with students. The game tool Kahoot!,
which some participants used in their classrooms, was also reported to help assess student
learning and encourage educational growth. In addition, all instructors noted using a trophy
reward function under the ClassIn platform as an alternate method to stir excitement and a sense
of eagerness in each student.
The data suggested the participants have the conceptual knowledge needed to provide
advanced online language teaching. Based on the participants’ responses, conceptual knowledge
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of online technical teaching proficiency was seen as vital to effective online learning. All
interviewees understood the need to use essential technical teaching tools. However, as discussed
in the following sections, not all have utilized these devices to their full potential to optimize
online learning performance.
Pr ocedural Knowledge of How to Over come Challenges in Online Language T eaching
The interview asked about facing a specific technical challenge related to online language
teaching and the steps the instructor would take to overcome the challenge to assess procedural
knowledge related to advanced online technical teaching proficiency. Procedural knowledge is
the knowledge practiced in the performance of a task. A comprehensive understanding is part of
a procedure or process to reach an objective, involving specific steps necessary to achieve a goal
(Krathwohl, 2002).
Online learning has created vast opportunities for students and instructors to be connected
on worldwide educational learning platforms. Advanced technology has brought students
together despite being in different geographical locations. The ability to constantly communicate
and share real-time videos and pictures has been beneficial, particularly in online classroom
learning. Nonetheless, there have also been some drawbacks. Many challenges have come from
students’ lack of concentration, inefficiency in technology usage, and chronic behavior problems
like not submitting assignments on time.)... Recognizing challenges and developing strategies to
mitigate the situation is critical for instructors in minimizing and resolving the issue without it
worsening. The 12 participants were asked about a specific challenge they have faced related to
providing online language teaching and the steps they took to overcome it. Probing questions, as
needed, asked how they stimulate learners’ concentration and how they identify students’
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understanding of the learning. The interviewees identified specific challenges and demonstrated
their approach to mollify them.
The loss of internet connection has been problematic in the past for some instructors.
Instructors discussed having multiple backups for connectivity and upgrading software to
prepare the technical environment. It becomes critical for instructors to have multiple devices
readily available in case they face technical or network issues. Participant 7 highlighted,
“Teachers need to be able to troubleshoot the technology as well.” In many cases, IT support
may not be accessible during technical issues. Instructors need to be knowledgeable and can
troubleshoot these issues. If these problems persist, continual interference will ultimately become
a hindrance for instructors, which will negatively impact student learning. The primary
importance for instructors is stimulating students’ minds by eliminating barriers that may limit
their potential academic growth.
S t i m u l a t e L e ar n e r s
Online learning can be challenging for many students, mainly when they must focus and
be attentive during online instruction. The duration of a class may be an hour or longer. External
factors that distract students from learning and the lack of an instructor’s physical presence can
hinder instructors’ ability to make sure that students fully concentrate on what is being taught.
Thus, stimulating student learning is critical. Instructors used various approaches to encourage an
interactive learning experience that can spark excitement and interest in learning. Interview
questions asked, “How do you usually stimulate learners if they are not concentrating? What is
the most effective method you use to do this?” To address these questions, Participant 1
discussed using a direct method during online class sessions. She said,
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Sometimes, you have to keep moving and keep them doing stuff, so we’ll do it even
online. We’ll move a lot and shake a lot. Like, if we’re going to show emotion. Or if
we’re going to show something like running. If we’re jumping. … So, I need to know
that you’re in there.
Participant 1 took an active approach to guarantee that all students were fully engaged during
class. Physical activity and calling out students’ names effectively re-engaged student interest.
Boredom, frustration, and indifference to online learning can be caused by insubstantial
mental and physical stimulation. Although older students may be able to sustain attention longer
during online class sessions, they also face challenges affecting their concentration. As
Participant 5 answered,
Okay, so how do I bring them back in and get their attention again? … I can verbally say,
“Hey, are you with me,” and kind of get them to ask, ask them a question to call their
name specifically, and get them to respond with the younger students., I might again pull
out a silly prop, bail, or something like that to help them refocus.
Participants 1 and 5 used similar strategies to stimulate online learning. Both suggested
that verbally reminding and drawing attention to students effectively engage student learning.
They stated that instructors must find creative ways to stimulate visual and cognitive learning. At
the same time, they understood that some students might be reactive when an instructor is stern
or directly spotlights them for not paying attention. Although this may be an efficient way of
instilling classroom order, it can also cause embarrassment and uneasiness for students, which
lessens their enthusiasm to learn. This approach can work with a few students, but it becomes
more difficult to manage if numerous students are unresponsive and show no interest in their
learning.
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Other instructors suggested that using humor was another approach they found to be
useful. Being jovial and making students laugh can create a fun learning environment. They
suggested that students are receptive to class jokes as a means to engage them. Participant 8
revealed that when students are disinterested in class discussions, he will tell a joke in hopes of
making his students laugh and refocus their attention back to learning. In addition, he uses virtual
background images that reflect what is being discussed during class. Participant 11 also
mentioned that a comical approach to teaching had improved student learning because humor
captures their attention and creates a positive atmosphere. Employing visually appealing images
and using humor to engage online student learning have received positive feedback from
instructors and students.
As instructors find various techniques to engross young learners in classroom instruction,
it is also important to note how much children can remember the information being taught.
Research on children shows that a student’s attention span varies based on age (Ward, 2020). For
example, a 5-year-old child can focus on a specific subject for about 15 to 25 minutes. A
10-year-old can concentrate for a more extended period, between 30 and 50 minutes. These
spans illustrate the amount of time that children generally retain information. Based on these
findings, young learners have a limited capacity to concentrate and remember information for
extended periods. Thus, allowing frequent breaks between teaching sessions has been another
productive way to help students refresh and refocus on their learning. These breaks improve
student memory and strengthen learning outcomes (Terada, 2018). Three participants at WAPrep
mentioned that taking “brain breaks” were beneficial in helping students relax and re-energize.
Participant 8 remarked,
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I’ll have them take a stretch break. And we do some stretches together. I ask them to look
away from the screen for a bit of time or close their eyes. I might do a little visualization
activity where, again, they would close their eyes if they felt comfortable and play with
some ocean sound or jungle sound and then have them explain to me what [they saw] in
their mind after 1 minute.
Participants discussed different types of brain breaks depending on the children’s needs.
For Participant 8, mindfulness and stretching activities created a more quiet and peaceful space.
At the same time, students who are more hyperactive or diagnosed with ADHD would be more
receptive to more energizing breaks. Some instructors incorporated class sing-alongs, playing
games, listening to music, reading fun stories, watching brief video clips, meditating, or using
physical movement exercises. Participant 11 highlighted additional brain break methods, stating,
Sometimes, I’ll turn on the drawing tools, let them draw by playing with color, and get
that out, and then we return to the lesson. I reframe. Sometimes, I skip and move on. I
reframe. Or that’s the time to do a hunt or bring in the prop or get them more involved,
and I take my hands off and start to talk less and have them draw right and express
themselves more.
Stepping back and reframing student learning has given Participant 11 a better
understanding of managing her class and keeping students engaged. Whether the assignment is
coloring or drawing pictures, the purpose is to be attentive to students’ needs by allowing them
to be self-expressive in their learning. Some instructors sometimes primarily communicated
through the online chat box rather than using their microphones. These methods also encouraged
students to articulate and participate in class, especially if children are shy.
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Managing a sizable online class can also present challenges, even when implementing
innovative ways to inspire learning. Participants reported that integrating breakout sessions
where students were placed in smaller groups greatly strengthened teaching and learning
initiatives. Small breakout sessions encouraged and cultivated students’ creativity,
open-mindedness, and class participation and, most importantly, gave students a chance to
motivate and mentor one another. Breakout sessions also allow instructors to teach specific
concepts based on each group before returning students to the main online classroom (Cavinato
et al., 2016). Three participants often used breakout rooms to engage student concentration,
stimulate interest, and generate peer interaction. They found that managing smaller groups
brought a sense of cohesiveness in a comfortable environment that produced insightful
discussions among young learners.
Most instructors also used the technical reward function from the ClassIn tools as an
incentive to stimulate students’ motivation and encourage learners’ participation. Participant 3
stated that “a reward system” is built into the online class platform. The instructor explained that
they give trophies “to students who are doing well … [and hopefully, it will] get other students
more trophies to see if they catch on.”
Every instructor had different approaches to stimulating student learning. Strategies such
as humor, brain breaks, incentive rewards, direct student reminders, drawing, listening to music,
and exercise effectively gained students’ attention. Understanding online learners’ behavior and
needs can help decipher which approach will work best.
I d e n t i f y i n g I ss u e s A ff e ct i ng O n li n e S tu d ent Learning
Before determining solutions to help improve student performance, instructors need to
identify what causes young learners to disengage from learning. Online class learning comes
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with challenges compared to a traditional brick-and-mortar classroom. Due to limited in-person
interactions with students, instructors need other means to detect issues affecting students.
Assessing facial expressions, on-camera body language, positioning of cameras, level of
engagement, periods of online inactivity, and time lapses between responses are significant
indicators of whether students need attention and instructional guidance. These factors indicate
the quality of work and cognitive comprehension. Participant 10 emphasized,
I’m giving them support. I’m listening to them, giving them positive reinforcement
because I want to pull that out of them, help them get their ideas out, and express
themselves appropriately in English.
Participant 10 insinuated that providing as much support as possible and understanding
the child’s behavior and feelings will allow them to express themselves freely. In addition to
Participant 10’s methods for providing help to students, Participant 6 mentioned that he generally
spends 10 to 15 minutes after class coaching young learners who require extra assistance. He
suggested that listening, supporting, and taking the time to understand a troubled student will
significantly impact the student’s life and overall educational experience. For instructors,
empathy, compassion, and patience were essential attributes in engaging with students and
fostering strong teacher/student relationships built on mutual trust and respect.
Metacognitive Knowledge on Effectiveness in the Implementation of Advanced Online
Language T eaching
Metacognition is another factor that affects student learning outcomes. It can nurture
self-awareness in a classroom by thinking about what one is thinking. Scarr and Zanden (1984)
defined metacognitive knowledge as individuals’ awareness, ability, and understanding of
regulating their mental state, skills, memory, and behavior. This involves online language
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instructors’ learning process, level of thinking, ability to evaluate students, teaching strategies
and adjustments, recognition of personal weaknesses and strengths, and the ability to use various
practices according to the needs of each student. The interviews suggested online language
instructors’ metacognitive knowledge in technical teaching proficiency.
Self-reflection is a critical factor that allows instructors to ruminate on their teaching
abilities to determine better ways to improve their online pedagogical practices. This research
included questions that asked instructors how they evaluate students’ learning progress, utilize
evaluation to adjust their teaching performance, reflect on the strengths and weaknesses in their
advanced online language teaching, and provide different strategies for different needs. The 12
instructors discussed how they effectively implement metacognition to advance their online
language teaching.
The document analysis also demonstrated that the instructors regularly provide feedback
to students with self-reflected statements. At the end of each midterm and final semester,
instructors provide monthly reports to parents to evaluate student learning progress and reflect on
their teaching performance.
Reflecting on T eaching Strengths and W eaknesses
Participants were asked about their online teaching strengths and weaknesses and how
they impacted student learning. Based on the answers provided, 75% of interviewees were aware
of their strengths and how these enhanced their teaching practice. At the same time, more than
half (58%) did not mention any discrepancies or weaknesses in their online teaching. The
following chart (Table 7) reveals specific strengths and weaknesses that each participant
identified in their teaching performance.
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T able 7
Participant Comparison Chart of T eaching Str engths and W eaknesses
Participant
Identifier
Strengths Weakness
1 Take more professional classes
Look to others for help and
assistance
● Not comfortable with
watching self online
● Not confident in making own
lesson plans
2 N/A ● Moving around way too
much
3 N/A N/A
4 N/A N/A
5 ● Six years of quality
experience
N/A
6 ● Good at paying attention to
people
● High participation
● Learn quickly
● Break things down into
simplistic forms in a
professional manner
N/A
7 ● Keep every student happy
● High enthusiasm
N/A
8 ● Easy access to students
● Laundry in my head
● Troubleshooting
● advantage of learned
● Several languages
N/A
9 N/A ● Too exciting and entertaining
● Too many activities during
class (i.e., drawing or
pictures)
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Participant
Identifier
Strengths Weakness
10 ● Flexibility
● Resourceful
● Time management
11 ● Time management
● Gradual release process
● Engagement ability
● Self-reflection
N/A
12 ● Encourage student
concentration
● Keep the unique personal
style
● Work pretty well with
students
● Setting high expectations
● Talk quickly and fast
Based on those who responded, most participants indicated their strengths, and some
indicated their weaknesses. Some participants shared commonalities in building connections and
working with students. The words “encourage,” “engagement,” “paying attention,” and”
participation” were mentioned as essential strengths. On the other hand, about one-half did not
disclose any weaknesses in their teaching practices. Although participants acknowledged their
strengths, it is informative that many did not share weaknesses, possibly due to embarrassment or
lack of self-awareness. Recognizing one’s weaknesses is critical to improving online teaching
quality. Not having a sense of awareness and continuing to teach in a manner that may not be
best for students will ultimately harm learning.
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Evaluate Students Learning and T eaching Adjustment
Instructors measured students’ learning progress to determine effective teaching
practices. If students do not meet learning objectives, the teacher’s role is to modify instructional
applications to improve student learning. All participants discussed various methods they used
for evaluating young learners. For example, if particular concepts appeared ineffective, they
revised and tailored pedagogical approaches based on students’ needs and learning levels. Most
participants utilized regular quizzes, midterm exams, and assessments to measure academic
performance. About how they evaluated students’ learning progress, they utilized student
evaluation to understand students’ learning and adjusted teaching to make it more effective. All
interviewees provided different methods and concepts for evaluating their learners and multiple
adjustment approaches based on their experiences and distinct scenarios. As Participant 2 stated,
We do our testing. We have a midterm, then a final, and then I have weekly or bi-weekly
spelling tests. I also have many speaking activities to gauge them based on target
vocabulary. And I will phrase questions using those to see if the thing we learned 3 weeks
ago is still in their heads. …
In addition to quizzes and exams, the participants implemented speaking activities and
phrasing questions to help students remember previous lessons to help improve language
learning. Remembering key concepts and essential vocabulary words can be difficult for some
young learners. Finding unique methods to improve language learning can help with information
retention and comprehension. Participant 6 mentioned that “homework is a pretty good indicator,
especially with their writing. You know you can monitor their writing pretty carefully.”
Homework assignments helped instructors understand if students could process what they
learned. It is a way to evaluate whether there is gradual progress when comparing previous
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assignments and how well they did on their homework. Multiple instructors expressed that
providing homework assignments after each lesson improves memory function through
repetition, imagery, and patterns.
Participant 12 stated that the notion of speaking and being able to articulate clearly is also
an effective tool for English language learners. Continual practice in speech helps in learning the
meaning of words, creating sentence structures, using grammar correctly, and pronouncing
correctly. The more students write and speak, the faster they grasp the English language and
become fluent English speakers. Participant 7 commented, “My hope is that they can use
English.” In addition, Participant 5 mentioned,
I try to be aware of my talking time because I want them to be talking as much as
possible. So I aim for a 50/50 student-teacher talk time ratio so that I’m not talking more
than they are in the class. So, there’s about language learning: they need to be talking.
Students need to be able to speak and write in English, but they also must apply it in
everyday activities, such as engaging in English dialogue while shopping or playing with friends.
Instructors said they reminded students that learning English does not stop in the classroom.
They should be immersed in English news and practice daily. Watching English movies, creating
a vocabulary journal, and recording oneself to improve pronunciation are additional options to
improve English language learning outside class instruction (Albiladi, 2018).
Participants 11 and 12 highlighted that taking copious notes about students’
pronunciation, reading issues, sentence structure, and learning behavior was another excellent
approach for formative evaluation of student learning. Additionally, implementing a game into
the class was another way to engage students to assess their knowledge proactively. Participant 1
stated that they usually play a game to challenge students, and they will know where they are and
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where they are confused. Games were a critical way to attract students. Participant 4 also
mentioned that when students become engaged, instructors will quickly identify students’
awareness via their answers and better produce creativity from their initial ideas. Based on the
teaching identification, every instructor had a unique, effective teaching adjustment method, such
as going back to a question or testing students, adjusting the curriculum based on students’
needs, providing supplementary materials, assessing parents, showing a video or pictures to help
their comprehension, using a technical design background, utilizing breakout rooms,
encouraging and reminding them, and using a trophy function as an incentive. Besides the design
challenge, encouraging students in a comfortable environment was another way to adjust
teaching. Participant 5 stated, “You do not want to make the student who is not getting it feel bad
about themselves, so try to encourage them, and then maybe utilize the one who has gotten it
also to help bring along.”
Self-reflection was critical for instructions to enhance their ability. Participant 8 preferred
to watch her previous lessons to summarize shortages and gain insight to plan future lessons.
Interestingly, Participant 4 mentioned her concept of instructors being like chameleons. They see
students as what they will be a reflection of, and if the students are not meeting instructors’
expectations, then teachers should reflect on some point of themselves and self-introspection. It
is like a mirror effect on them.
Dif ferent Strategies for Dif ferent Needs
Students feel motivated to learn by various components depending on their personality,
background, abilities, and interests. These variations are important in determining whether a
student achieves a learning task (Sutcliffe, 2021). Online classrooms are an authentic, diverse
learning environment, and presenting instruction that addresses different perspectives is key to
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student success. Online instructors teach at different levels. They stated they could not use one
method for all. Thus, they must use different strategies for students’ levels and needs. When
asked how they reflect on their effectiveness in using different levels and needs, all interviewees
reflected on their distinct approaches to addressing different ages, levels, and other needs.
WAPrep online classes are designed for levels based on different ages, and an entrance
test score determines the students’ levels. However, students still have slight differences in their
reading, speaking, listening, and writing abilities. All participants shared abundant insight into
their strategy. Regarding speaking encouragement, Participant 5 highlighted,
I’m going to adapt to the age level. Some students will be quieter and shy, so I must pull
them out more. Sometimes. Some students want to talk more, so I want to talk less. So,
balancing genes is trying to balance that out as well.
Based on students’ personalities, they have different speaking habits during class. Hence,
teachers encouraged introverted students to be brave and express themselves with the knowledge
they gained. Time balance the classroom to avoid having talkative students take up most of the
time. Instructors also suggested needing to balance the time ratio between students and teaching.
Participant 6 mentioned,
I try to be aware of my talking time because I want them to be talking as much as
possible. So, I aim for a 50/50 student-teacher talk time ratio so that I’m not talking more
than they are in the class. So, there is about language learning: they need to be talking.
Instructors must find what students need and motivate them to speak and participate.
Instructors needed to provide different opportunities for different students. Speaking in class can
be challenging for young and shy students. Participant 8 discussed asking many questions to
encourage students’ participation.
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The online learning environment also allowed instructors to use technology tools to work
with each student, which provided a reflection point for students’ learning. Two instructors used
Kahoot! game tools to assess and attract young students and virtual game tools to increase older
students’ comprehension. Additionally, instructors used background knowledge based on
students’ different geographical locations to make the lesson more interesting. Participant 11
discussed her method of using background knowledge:
I do much work in building background knowledge. I reflect on it all the time. How am I
going to develop that chronology? Regarding the background knowledge, especially
since many of the readings are USA -based because it’s the USA curriculum, such as the
U.S. government. So, if there is reading about the Constitution, we get very specific
curriculum lessons about background knowledge based on their different geography.
In addition, two instructors suggested they use a more intuitive approach when creating
activities during class and let the class flow naturally. Participant 7 declared:
It’s intuitive. I would not say I like to keep notes on student progress. I look through them
to check and ensure that everybody is moving forward and kind of around the same. We
must decide whether the kids should be moved up or down. And I feel like my progress is
determined by whether or not the kid has progressed satisfactorily. Like if the parent
wants the kid to move up. Have I achieved that, and what have I done to help more along
the lines of what I like?
Based on interviews with instructors, it is clear that there is no right way to engage all
learners, which places importance on the ability to self-reflect. Every student and instructor has
their perspective, which calls for adopting different ways to meet their needs and providing
multiple options that accommodate students at various levels.
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Summary of Knowledge and Skills Influence
Interviews and document analysis were used to understand online language instructors’
knowledge to implement advanced technical teaching proficiency. In general, the findings found
that the participants have knowledge related to
● Recognizing challenges that online language learners may face
● Understanding tools for providing advanced online language teaching
● Overcoming challenges in online language teaching
● Self-reflection on effectiveness in the implementation of advanced online language
teaching, including using different teaching strategies for different students
At the same time, about one-half of the participants could not actively reflect on their
weaknesses in advanced online language teaching. The participants generally exhibited factual,
conceptual, procedural, and metacognitive knowledge needed to provide advanced online
language teaching to young learners.
Results and Findings for Motivation Influences
This study focused on identifying motivation assets and needs to evaluate how motivation
influenced the interviewees’ teaching practices. Motivation is the desire or willingness to act in
service of a goal. It is the primary factor in setting and attaining our objectives (Psychology,
n.d.). Seli and Dembo (2019) stated that various external and internal factors impact motivation.
Motivation influences individuals’ behavior to accomplish a goal (Rueda, 2011). This study
identified critical motivational factors as assumed influences on the participants’ technical
teaching proficiency. These are two task values and one self-efficacy assumption. The interview
questions about these motivational influences concentrated on understanding ‘the participants’
perception of the advantages of online language teaching, satisfaction in career development, and
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confidence in delivering advanced online language teaching practices. Based on interview
responses and document analysis, three influences were evaluated for all participants. Table 8
shows a summary of assumed motivation influences and their validation status.
T able 8
Assumed Motivation Influences and V alidation Status
Assumed Motivation Influence Current Asset Continuing
Need
Instructors have the perception of the advantages
of online language teaching
X
Instructors career satisfaction X
Instructor’s confidence in delivering advanced
online language teaching practices
X
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According to Table 8, two task values are assets. All the instructors perceived online
language teaching as advantageous and felt career satisfaction from their teaching role. The one
self-efficacy influence is a continuing need due to instructors’ confidence in providing advanced
online language teaching practices. These findings and related interview data and document
analysis are discussed below.
T ask V alue about Per ception of Advantages of Online Language T eaching
Task values are incentives for engaging in activities. It is the reason why people do things
to achieve specific tasks. Task values are divided into four categories: intrinsic value (measures
engagement or interest level in the task domain); attainment value (gauges the importance of
alignment of a task to one’s identity); utility value (calculates usefulness of individuals’ future
goals); and cost values (assess benefit; Eccles, 2009; Wigfield & Cambria, 2010). Two interview
questions were designed to identify the task value motivational influences of online language
instructors’ technical teaching proficiency.
Perception is an attribute that shapes an individual’s world values and attitude (Labi et al.,
2018). Teachers’ perceptions—and misperceptions of themselves and those around them
(favorable or unfavorable)—will positively or negatively influence students’ classroom
performance (Labi et al., 2018). The responses on the benefits and limitations associated with
students learning a language online revealed that participants have a clear understanding and
awareness of both perceived advantages and limitations affecting online student learning.
Participant 2 and Participant 11 agreed that the physical comfort level of online language
learners was considered advantageous, particularly if students can stand up, stretch, or walk
around for a brief moment compared to being confined for long periods to a traditional
brick-and-mortar classroom setting. Another advantage of online classrooms is the accessibility
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to learning a new language. Students can access online English classes at any time. According to
Participant 12, online learning allows students to acquire many resources, helpful online
educational platforms, and tools. In addition to readily available technical tools and educational
resources, instructors felt that young learners and instructors have the flexibility to maintain a
class schedule that is most convenient and beneficial for everyone. For example, a student can
still receive quality instruction from teachers in other countries. Participant 7 suggested that
students who plan to study in the United Kingdom or the United States can connect with native
speakers and receive personalized instruction before traveling to those countries. Students can
practice listening and speaking skills, improve pronunciation and intonation, and gain insight
into the cultures of the countries they will visit.
Instructors expressed that online learning opened many opportunities for learners and
educators globally. Students learned the English language and interacted and learned from peers
and instructors from diverse backgrounds. The ability to experience an online multicultural class
environment was unheard of before online learning (Participant 4). Furthermore, Participant 12
discussed ，
One benefit of online is that they get teachers from all over the world…Sometimes when
we talk about cultural things or holidays, they get exposure to so much outside… even
within their class. I have students from Korea, Taiwan, and mainland China, all in one
class. Learning with each other is valuable in a global society.
Participant 12 further highlighted that online learning platforms cultivate a homogenous
social setting where students can gain knowledge and build strong relationships with individuals
millions of miles away in a fun learning environment. Participant 2 continually mentioned that
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since online learning is an integrative and collaborative classroom setting, students also have
more control over their learning.
Three instructors also stated that, in online instruction, students could learn to be
independent and take control of what they learn. They could write in the comment box, email, or
electronically raise their hand if they needed assistance. In addition, if they need further
clarification or missed class, some recordings are available for students to watch and learn.
On the other hand, several instructors also mentioned potential drawbacks limiting online
pedagogy for students and teachers.
Although online teaching has been a useful alternative to traditional on-site classrooms,
some participants found that it also has its limitations. Ten interviewees expressed that online
language has limitations, such as physical feeling and touch, class assistance, physical
movement, screen concentration, and finances. They most often mentioned the limitation of the
loss of physical touch. Participant 1 said they do not have the touch and feel of the teaching:
“You do not have a physical connection with them.” Instructors mentioned being unable to detect
students’ body language or notice their confusion when they are not understanding. Participant 8
highlighted ，
I think a big thing that I feel is, overall, when you are meeting somebody in
person, your brain releases these kinds of chemicals. Then online learning satisfies
that is a bit. Screens limit us just because of their screens, and we don’t have the tactile
nature of an in-person class.
Students also have a chance to ask questions or get more help after leaving the classroom
if they take an in-person class. Some instructors take breaks to help students who cannot catch up
or are confused. Participant 11 mentioned that during a class break, some instructors ask students
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to get up, move around and engage in peer interaction to reset their concentration because screen
concentration is a challenge for online students. Both online and in-person learning has
advantages and disadvantages. Quality online language instructors must balance their approaches
to mitigate the disadvantages and strengthen the benefits.
The interview data showed that the interviewees clearly understood the advantages and
limitations of online and offline learning. Most of them prefer online teaching platforms and the
ability to handle online classes, making them satisfied with their teaching career.
T ask V alue of Car eer T eaching Satisfaction
Career satisfaction is a significant indicator of teaching performance. It also determines
longevity in the teaching field and its motivational influence on continual growth in online
learning (Baluyos et al., 2019). The interviewee asked participants about their level of career
satisfaction. All participants suggested that they were delighted with their teaching profession.
Some indicated that online teaching provides flexibility, which provides a work/life balance that
allows them to spend time with family. Participate 1 stated:
I am pretty satisfied with it because I think it is an excellent choice for me… I can teach
from anywhere if I am remote, and it offers me flexibility because I also homeschool our
kids, and we have been homeschooling them for the last 6 years
Flexibility was regarded as one of the reasons for career satisfaction. Online teaching
provides this opportunity as opposed to in-person learning. Most participants declared that
students and instructors were happy with online learning as it has easily given access to essential
resources such as graphic design, multimedia learning tools, and interactive games that enhance
online teaching performance. Online teaching has also been cost-efficient in transportation,
significantly reducing the time to travel back and forth to work (Participant 11).
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Teaching compensation at WAPrep Organization has been another reason that has
impacted career satisfaction. Instructors suggested that WAPrep has given pay based on
education, experience, and performance compared to other schools where salary is significantly
less. Monetary incentives based on enhanced skill sets through professional development,
teacher evaluations, and student outcomes have motivated instructors to work hard. Participant 2
asserted,
The pay is worth it. And not be burned out because they value good educators and respect
that teaching is a skill and that pay is a wonderful motivator for that. Moreover, the
curriculum is worth it, and I can dedicate myself to this job almost full-time because it is
my primary source.
Receiving a decent salary stimulates instructors’ enthusiasm and gives them a meaningful
purpose in their teaching. Teaching becomes a passion and resonates through the instructor’s
attitude and interaction with students. In addition, it attracts high-quality instructors, diminishes
burnout, and increases employee retention (Ask Media Group, LLC, 2020). When online
instructors feel valued and appreciated for their work, advanced technical teaching proficiency
significantly improves.
Self-Efficacy in Pr oviding Advanced Online Language T eaching Practices
Bandura (1977) defined self-efficacy as an evaluation that assesses an individual’s ability
to successfully achieve a specific goal and its impact on their motivation to improve positive
expectations for success. This study used two interview questions to identify the self-efficacy
and motivation influence of online language instructors’ technical teaching proficiency. The first
question asked how they would describe their effectiveness in making online language learning
engaging for all students and where they are more or less confident in their abilities to do this.?
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The second question asked how they address students who lack concentration, motivation, or a
positive attitude in class and completing assignments and where they were more or less confident
in their abilities to do this. About 60% of online language instructors expressed confidence in
implementing effective online language teaching practices.
Self-efficacy is defined as people’s beliefs about their capabilities to produce designated
performance levels that exercise influence over events that affect their lives. Self-efficacy
improves positive expectations for success (Bandura, 1982; Pajares, 2006). Online language
instructors’ confidence in providing advanced teaching relates to their ability to make learning
effectively engaging. Confidence in engaging their students and intervening in their students’
learning attitudes, the effectiveness of interventions, and the confidence to do so are all
components that determine instructors’ confidence in their teaching practice. While all
instructors have confidence in making online language learning engaging and are very satisfied
with their teaching career, five expressed less confidence in intervening in students’ lack of
concentration, motivation, and positive attitude in class and completing assignments.
Confidence in Making Ef fective Online Language Learning Engaging
All the instructors expressed confidence in making online language learning engaging for
all students. Most instructors mentioned they have taught for a long time. Participant 3 said she
felt comfortable speaking in front of the camera and making eye contact with the camera to
engage students better. According to Participant 7, due to the curriculum preparation from the
company, instructors easily set up the lessons, decide which students to go forward with, and
adjust the students’ learning levels. Instructors became more confident due to their practical
teaching, especially in their teaching approach and tool utilization. Teaching experience builds
up instructors’ ability to engage students in learning effectively. Participant 8 highlighted,
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I feel more confident in my ability to like to engage the students for several reasons. I
would say first because I have more experience now, and I feel less timid about the tools
and the bells and whistles. I was nervous about online teaching. At first, it was very
jarring for me. I like face-to-face people and human contact. So it was a huge switch for
me, and I felt really unconfident about teaching online. However, after about 2 years of
doing this, I would say I have learned a lot of different techniques that make me feel
more confident than I did before.
Instructors also expressed confidence in making online language learning more engaging.
All instructors had their methods for engaging students in learning. Participant 2 stated,
It depends on that personal finesse or touch. If the teacher is there
to bring material to life, whether online or in person, the teacher needs to know how to
use the software. Take some time actually to play around and use the software.
Instructors need confidence to create different activities to attract students’ interest and
attention. Participant 3 stated they “implement various activities, modalities, writing versus
listening.” She used different activities to challenge students constantly. As Participant 7 stated,
instructors must be brave enough to make mistakes in their classroom. When students feel safe
and comfortable, they will be maximized to express their creativity and learning, which produces
effective learning performance.
Confidence of Intervening
Answers to the question about how confident instructors are in addressing students who
lack concentration, motivation, or positive attitude in class and completing assignments suggest
that effective intervention is a primary factor in changing students’ attitudes. Effective
interventions help struggling students, change their learning motivation, and measure their
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progress (Lee, 2014). Based on the interview, six instructors have confidence in their ability to
address these student challenges. They provided different effective intervention approaches to
improve students’ concentration, motivation, and assignment completion. Participant 2 stated
that when students lack concentration or participation, they try to call their names loudly as a
personal reminder to recognize if they are lost and remind their parents if the students are
distracted. Participant 7 further discussed,
I will spend a little bit of time coaxing. I guess you would tell a kid to pay attention, but
eventually, I just have to focus on the kids that are paying attention, and even if they
don’t seem like they’re paying attention, they’re still hearing me speak English in the
background.
Even though students can hear instructors speak English clearly during class, they still
need to participate in activities. Participant 7 further highlighted spending a few minutes trying
to engage students and draw them into the class. Participant 9 suggests that how someone
articulates can be misinterpreted. Regarding “how the instructor’s voice sounds for students,” it
is important to show that they care about students and have patience for them. Participant 11
highlighted creating a comfortable environment for students making mistakes to encourage
open-mind and creative communication.
Students’ feelings of safety, comfort, and confidence enhance their motivation and
positive attitude to learning English and completing their assignments. Simultaneously,
instructors provided effective interventions to encourage students to complete their homework
using different approaches. Some instructors required students’ parents to assist their children in
finishing the assignment or ask their children to complete the homework. Participant 4 provided
extra time to coach students to finish the homework or used class time to guide homework.
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Providing effective intervention was not easy for all instructors. 50% of instructors
struggled to change students’ pessimistic learning motivation and attitude. According to
Participant 4, instructors may feel they have not mastered the best way to handle students during
class and complete the homework. Students may be easily distracted, but instructors expressed
that they cannot be aggressive with them and are limited to spending much time reminding them
during class. Participant 5 noted that it is challenging to seriously remind them when their
parents are behind them due to different cultures.
Based on an analysis of the spring 2021 teaching report, which evaluated students’
attendance, homework completion, class performance, and student feedback, only one instructor
did not meet the organization’s teaching satisfaction matrix. Their teaching performance was
deemed satisfactory. The report indicates that instructors in the WAPrep organization generally
provide advanced online language teaching practice thanks to their successful engagement and
intervention with students’ learning.
Summary of Findings for Motivation Influences
All instructors understood the benefits and limitations of online language learning, and all
expressed satisfaction with their teaching careers. Regarding self-efficacy in providing advanced
online language teaching practice, while instructors expressed the ability and confidence to
engage students, about 60% expressed they lacked the competence and confidence to intervene
with students who lacked motivation, concentration, and a positive learning attitude to complete
assignments.
Organizational Findings
This research also assessed organizational assets and needs that affect online language
instructors’ technical teaching proficiency. All organizational goal achievement cannot be
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separated from knowledge, skills, and motivation to operate successfully (Clark & Estes, 2008).
Organizational culture is the most important “work process” for an organization. It is a process
whereby its members consciously and subconsciously recognize who they are, what they value,
and how they do as an organization (Clark & Estes, 2008). Cultural models are values, beliefs,
and norms that an organization advocates, while cultural settings are physically implemented to
complete the cultural model. Cultural settings infer policies, resources, and people that are
visible and concrete manifestations of cultural models within activity environments (Gallimore
& Goldenberg, 2001). This section details the findings of assumed organizational influences that
impact online language instructors’ technical teaching proficiency. The assumed cultural model
and cultural setting organizational influences are presented in Table 9.
T able 9
Assumed Or ganizational Influences of Online Language Instructors’ T echnical T eaching
Pr oficiency
Assumed Organization Influences Category Current
Asset
Continuing
Need
Instructors need to hold belief and trust
in the organization
Cultural Model X
The organization needs to set clear and
reasonable expectations of part-time
English language instructors’
contribution
Cultural Setting X
The organization needs to provide
sufficient support to instructors
Cultural Setting X
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Cultural Model of Belief and T rust in the Organization
This section explored one assumed cultural model associated with the participants’ belief
and trust in the WAPrep organization. Specifically, this study explored whether they trust and
believe that the organization has enriched their teaching performance and enhanced their career.
Two main interview questions, two probe questions, and document analysis were used to analyze
the cultural model influence at WAPrep organization to support online language instructors to
enhance their teaching performance. About half of the interviewees said they trust the
organization to support them in their performance and careers.
Trust is critical to healthy relationships and company cultures because it enhances
communication, teamwork, commitment, and productivity (Klynn, 2021). A culture of trust and
belief yields higher participation, engagement, high performance of employees, greater
productivity, and higher profits (Levin, 2017). Instructors were asked two main questions and
probe questions in this section to gain insight into their values, beliefs, and attitudes related to the
organization.
S u p p o r t F r o m th e O r g a ni z at i o n
Most instructors expressed satisfaction with organizational support from WAPrep.
According to the question, “Do you have any experience when you have asked for something but
did not get sufficient help you needed? If so, please give an example,” 10 out of 12 instructors
thought the organization provided everything to support their needs and was highly supportive
during their teaching experience. Participate 5 pointed out the benefits that they gained from the
organization stating,
I enjoyed working at this school. They are very organized, and the materials may have
our top-notch. The support for teachers is outstanding. They have just been very
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communicative and accommodating. Without being overly controlling or anything. I feel
like I have autonomy and support, so I appreciate this group.
Sufficient materials and a quality teaching platform cannot be separated from teaching
proficiency. WAPrep provided fruitful and valuable materials to instructors, particularly the
pre-prepared curriculum, which had clear instructional guidance to navigate instructors’
teaching. They did not have to design the curriculum by themselves, and the organization
provided a good standard of curriculum preparation. Participant 2 highlighted that the
organization provided a top-notch curriculum that was engaging and appropriate for change.
Instructors usually reviewed the curriculum beforehand, guiding instructors on how to use it via
model classes or guidance videos, which also involved technical training for instructors to
improve their technical capacity. Participant 7 mentioned that WAPrep sent instructors a
PowerPoint on how to use classes and a link where they go through the platform and explain all
the buttons.
The school also allowed instructors to edit any mistakes they saw and the flexibility to
draw on their knowledge regarding what they felt would benefit the lesson (Participant 8). The
organization also gave instructors time to practice after the training or guidance and supported
them by uploading the lessons to ensure they could play with all the tools (Participant 11).
Participant 8 further noted,
I feel very supported by them. They give you the ability to bring other resources if you
feel like it’s needed and something they say from the first message they send out at the
beginning of the semester. While the lessons are pre-made, you’re free to do that if you
want to integrate other media and things.
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Flexible learning provided instructors with complete control and accountability for their
teaching process. Rather than having to show up to a class as a requirement, they can decide and
allocate time and decent resources for their teaching (Joan, 2013). Communication and feedback
are important for online learning platforms. Participant 5 said instructors mentioned they
communicate well with the boss, faculty, students, and parents, which helps instructors better
balance students’ learning progress and place the kids at the right level.
Instructors also stated they get support and feedback from a teaching assistant when they
make any mistakes or emergencies arise. Participant 8 stated,
I know if the children have an internet problem at home, the most I can do about it is just
turn my router off and turn it back on again. The nice thing about them having technical
difficulties is that I have a teaching assistant that I can contact to contact their parents to
help them and also can contact the class in tech support. The school is pretty proactive
about solving any issues. I feel very fortunate that I have sufficient support from there.
Ten instructors expressed satisfaction with the organizational cultural model of belief and trust
from the organization. Participant 8 said, “I feel very satisfied and love working with them
because they are very understanding.”
On the other hand, two instructors blamed their negative experience with the WAPrep
organization. They stated that they did not get sufficient and decent support that they needed.
Participant 6 was strongly dissatisfied with the organization:
There are rules, and they have never made a policy. They never enforced the policy. They
never give me any support. … There seem to be many turnovers, and there has never
been any support.
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Trust that one will be supported significantly builds instructors’ positive attitudes and
motivation to teach an online class successfully. Thus, proper support is necessary to enhance
instructors’ professional teaching careers.
In addition to the two participants who were dissatisfied with the teaching management
of the organization, several instructors mentioned that additional resources could be added to
ensure future satisfaction for all teachers and instructor retention at WAPrep. Some particular
support they would like to gain from the organization, even if they are currently satisfied with the
teaching career at WAPrep, included the organization providing regular checks on instructors’
teaching progress and adding more instructional workshops with periodic observation.
E n h a n c e d C a re e r Pr o f e s si o n
Even though WAPrep provides quality, coherent, and consistent scaffolding curriculum
and robust support for instructors, that does not indicate all the resources are sufficiently
powerful to enhance teachers’ career development. I asked interviewees, “How has the WAPrep
organization enriched your teaching performance and enhanced your career profession, if at all?”
All provided genuine feedback about the career development they gained from the WAPrep
organization. Six instructors gave negative feedback on enhancing their career professions from
the WAPrep organization. Five participants felt they gained career enhancement from the school,
and one of the interviewees provided a neutral response. Instructor 2 mentioned her concept of
teaching career development:
It has made me love online teaching full stop. The platform that they use is
excellent for classroom interactions and dynamics and just making it fun. I love how
Washington Prep made it an active learning environment, which fosters classroom
growth. And dynamics.
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Participant 10 further highlighted:
I am used to technology, so I would say that would enhance professional development.
Using the software to teach multi-children classes and working with them on homework,
which I had not done previously, plus working with students one-on-one, had just
sharpened my skills from when I was in the brick-and-mortar classroom.
In addition to positive feedback from interviewees, about half of the instructors had a
polarized perspective of their career development from WAPrep. Participate 9 mentioned her
pessimistic concept of career development at WAPrep:
I am a teacher who knows what they are doing as opposed to a teacher who needs too
much hand-holding to do everything, so I do not think this is something to promote the
career.
Further, Participant 12 disclosed that she had not been provided with professional
development. Although both participants have been employed at WAPrep for a few years,
Participant 9 further insinuated that the issues “have not defined the overarching learning
objectives by the end of the semester in literally every level, and our students will be able to do
these things with proficiency.” For part-time online language instructors, improving their
professional teaching careers is challenging because they work at multiple organizations and
spend limited time and effort at one organization. The interviews suggest continuing needs for
instructors to be met to feel support and care from the organization pertaining to career
development.
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Cultural Setting That the Organization Needs to Set Clear and Reasonable Expectations of
Part-T ime English Language Instructors’ Contribution
In addition to the cultural model assumed influence, two assumed cultural setting
organizational influences were explored regarding the organization’s expectations of part-time
English language instructors and the support instructors get or need from the organization.
Effectively setting employee expectations is critical to successfully leading and managing
a team and developing a culture of accountability and transparency (Katz, 2015). All
interviewees were provided with three questions to examine the instructors’ views about
organizational expectations. All instructors provided insight and concepts based on their teaching
experience at WAPrep.
E x p e c t a t i o n of I n st r uc t o r s
Regarding whether the organization’s expectations of them as part-time English language
instructors were reasonable, all the instructors knew what the organization expected of them and
followed up with the school’s requirements and expectations. Several instructors mentioned that
one of the major expectations from the organization was to be on time. Being on time indicated
instructors’ positive attitude and professional quality. If instructors come to the class late,
students might lose their serious attitude toward the class and reduce classroom discipline.
Therefore, as a prestigious online learning organization, WAPrep requires all instructors to log in
to the ClassIn teaching platform 10 minutes before the class begins. Instructors then have
sufficient time to check the wi-fi, camera, materials loaded, and technology. Participant 7
highlighted that besides logging in on time, instructors have to provide quiet space and keep a
stable Wi-Fi connection.
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Instructors should know that time management is vital because it helps them prioritize
their work. WAPrep instructors have autonomy and self-awareness to manage their time
preparing the curriculum, doing homework reviews, and looking at their recordings to identify
their deficiencies during class. Some instructors mentioned that the organization expects
instructors to download all the material to prepare their classes and review their curriculum.
They needed to make an individual teaching plan or method based on the curriculum which
WAPrep provides. Participant 11 said the “curriculum is done and set for instructors, who do not
have to create but should review and know what you are delivering ahead of time and that you
have gone through the curriculum and are well prepared.”
The organization expected instructors to complete their duty to teach the class based on
the curriculum designed by WAPrep. The organization also expected students to feel there was
flexibility, so they were not stressed, to have materials that were easy to understand, and to be
happy during class. Students feeling happy learning with instructors naturally produces high
learning performance. Participant 2 pointed out, “Instructors have to try to make everyone happy
and bend over backward.” In addition, per Participants 7 and 8, instructors are expected to teach
in a quiet place to ensure all students can hear them, be interactive, and not discuss irrelevant
topics.
Besides homework, a timely review is another expectation of instructors to reflect
students’ learning progress and performance. Participant 8 noted that instructors should check
the homework promptly. Participant 6 also highlighted expectations:
Show up on time, teach the classes, do all the required paperwork, and ensure that all of
the homework gets reviewed and has some minimal metrics, like reviewing the
homework and submitting the progress report.
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Every instructor has to arrange homework for students aligned with the knowledge
delivered during the class and match it with the midterm and final assessments. When instructors
check a student’s homework in a timely way, they know what is happening in the class, whether
students are concentrating, and how much students understand what is being taught. Instructors
can give parents and students feedback on reports based on students’ homework completion.
Instructor 10 stated, “Instructors should always be there to teach the skills to correct homework
and provide timely feedback.” Student retention wais another expectation for instructors, which
is a direct and majority indicator to reflect instructors’ teaching performance when their students
consistently register with their class. Participant 2 pointed out the connection between student
retention expectations and the school’s profit:
It’s tricky because it is a for-profit program as well as an education program. So they are
looking for student retention. Whichever student you have, that is a retested student, and
you get a bonus for that initiative to make sure that your students are happy, but they are
also realistic in the sense that they want to make sure their students are learning.
Retention is one of the most critical assessments of a school’s success, affecting rankings,
reputation, and financial well-being (Delen, 2017). It reflects if students and parents feel satisfied
with their learning and an institution’s commitment to strengthening student learning success.
That is why student retention is an important expectation for instructors and provides a decent
reward to encourage students to register for the same instructors.
All of the instructors mentioned that the expectations from WAPrep are reasonable and
appropriate. According to Participant 4, they never felt pressure or overburdened during their
teaching. WAPrep has high expectations, but they are manageable and achievable, which helps
deliver quality faculty service and teaching practice.
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The document analysis from the school’s website and instructors’ requirements have
clear requirements for instructors: log into ClassIn 10 minutes before class, and give students
quarterly, midterm, and final reports based on the instructors’ requirements. The website noted
that the organization offers unique course materials, class models, methods of examinations, and
class reading and writing assignments. The instructors will follow the organization’s specific
teaching strategy to lead their students to achieve their goals.
C o m m u n i c a t io n w i t h I n s tr u ct o r s
Effective communications from the WAPrep organization helped to establish clear
expectations for all faculty, instructors, students, and parents. Clear expectations convey how
instructors’ performance will impact students’ learning, specific requirements or principles they
need to follow, and what they need to do to achieve positive feedback (Richards, 2019). Effective
communication builds solid relationships and a coherent working environment (Martins, 2022).
Online schools need a good approach or way to communicate effectively with their employees
because they do not have a chance for physical interaction, which can be a challenge for
communication. When asked how the organization communicates its expectations, the feedback
from interviewees was that the WAPrep organization communicated successfully to instructors to
clarify guidance, requirements, principles, goals, and obligations. Contracts outline expectations,
rules, duties, and punishments. Instructors gained all the information and requirements when
they signed their contracts.
Participant 5 stated that the organization required a six-month contract at a time, emailed
for their review, and used DocuSign as a straightforward process. Participant 3 stated, “At the
beginning of the semester, I got an email from the recruiter explaining the expectations of the job
role, just to the expectations that abide by a contract.” Email is the daily communication and
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interactive tool for the organization. Instructors can share their concepts, ideas, issues, and
feedback via email, two-way communication. The organization delivers its requirements or new
updates through email as well. In the WAPrep organization, instructors do not have a chance to
communicate with their students’ parents directly to share their feedback. However, they can
share their information with their boss, and the boss also gives parents’ feedback to the
instructors. Participant 3 highlighted, “My boss communicated to me that the parents used to talk
to the boss, who talks to me. The parents do not talk directly to me as a teacher.” Participant 4
said the school delivers parents’ feedback to instructors when they get the information and
discusses potential solutions when the parents have negative feedback. To ensure instructors
meet their responsibility and duty to enhance students’ learning, WAPrep provides a check-in
with teachers every few months. Participant 4 mentioned,
Based on the contract, everyone has their list of jobs, responsibilities, and duties to be
performed. Maybe every 3 or 5 months, they would check in on teachers and say, for
example, if there was some reminder like teachers, please be right reminded to grade the
homework assignments on time. Sometimes after a trial class, they might ask me, could
you deliver? And they reached out to me when they saw the need to and times limitation.
They remind me of the timeline and deliver the parents’ feedback to me.
Communication is a vital management component for any organization to update
employees’ working performance (Juneja, 2015). Interviews suggest that instructors received
communication that established clear organizational expectations. The document analysis from
the website that lists the objectives states that teachers and students interact in small classes to
create a lively and exciting American classroom. As the interviewees stated, the website states
that instructors should log in to class for 10 minutes and regularly communicate with their boss
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quarterly to check and evaluate students’ learning progress. In addition, instructors need to
communicate course information via email.
Cultural Setting of Organizational Support to Impr ove T eaching Practice and Needed
Additional Support
Organizational support directly influences teaching performance. Organizations that
recognize and support instructors’ needs help motivate them to put consistent effort into their
daily work. When asked if they currently get support from the WAPrep organization to improve
teaching practice and what additional support they would like, all instructors felt that they had no
support to improve their teaching practice, revealing a gap. Even instructors who felt confident in
implementing advanced teaching practice and felt motivated to do so expressed that they did not
get any support to enhance their teaching practice from WAPrep.
Several instructors mentioned they do not look at WAPrep to provide any support
because they receive the support they need for improvement from their full-time organization or
outside the classroom. Participate 4 disclosed that WAPrep has already prepared the curriculum
without instructors’ participation, and teaching assistants help all instructors deal with classroom
issues. They continued, “WAPrep has prioritized classroom management, rather than an
individual like professional development of the teachers,” which means instructors do not have
sufficient opportunities to hone their skills. Participants 9 and 11 mentioned that the organization
should provide more feedback from students, faculty, and parents. That is good information to
adjust their skills. Two instructors suggested they need a training program that provides the
additional support that instructors expect to get from WAPrep. One said she would like more
training on their policies, which is vital to help instructors understand the organizational role,
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principles, and instruction framework, establish a model and operating procedures based on
policy and maximize their ability under the principles.
Technical training is crucial for students and teachers. Instructors have to know how to
use technical tools. Participant 4 mentioned that instructors hope to get additional technical and
pedagogical training in their teaching careers, such as on-game tools, evaluation tools,
curriculum preparation, and design platform. Participant 4 stated that WAPrep should provide
private tutors to assist instructors in using all technical tools, participating in the class, and
utilizing the current platforms better. WAPrep should encourage instructors to encourage students
to enhance their soft skills and independent ability rather than just reading, completing
homework, or being test-oriented.
In addition, timely feedback is critical to identify instructors’ teaching progress, style,
areas for improvement, and students’ and parents’ reflections. Even though WAPrep already has
regular instructor check-in and evaluation, Participant 4 suggested instructors get weekly or even
monthly feedback, which would be helpful in their teaching adjustment and quality
enhancement. Participant 4 highlighted the feedback suggestions:
Suppose they open up the opportunity for the parents and the kids to give feedback. I
think that would be great. … If an official document goes out, let us know what we are
doing. I feel like that would benefit them and us a lot.
Instructors often relied on themselves for professional development toward future career
improvement. No person hopes to keep stagnant, especially people dedicated to the pedagogical
field. Improving instructors’ abilities and skills is essential by providing appropriate support.
Instructors found different approaches to improve their advanced teaching practice. Several
instructors mentioned they get resume build-up through teaching at WAPrep and ClassIn
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technical tools training from the organization that helps them outside of WAPrep. Others
invested in their development by pursuing doctorates, working at other organizations, and
obtaining TESOL certifications. In sum, support from the WAPrep organization to improve
instructors’ teaching practice is an area of continuing need.
T e a c h e r S h a r i ng or C ol l ab o r a ti o n t h rough P o licy
Regarding organization support related to engaging in teacher sharing or collaboration,
all instructors suggested there were no such opportunities at WAPrep. This is another gap in a
cultural setting that emerged in this research. Most instructors wanted to have a chance to share
their experiences, concepts, and challenges with their peers. Participant 3 stated that they felt
isolated from their teaching because they had never interacted with the school director or other
teachers. They do not even know any of the other teachers. Participant 4 also highlighted they do
not know any teachers. They have previously substituted classes, and some teachers substitute
classes for them, but they do not know each other.
Regarding sharing and teachers’ collaborations, nine instructors thought it would
significantly help and enhance their teaching practice. They suggested they could gain
considerable feedback, information, experience, ideas, and help from the sharing platform or
collaboration. Participant 1 shared their concept of teacher collaboration stating,
That would be awesome. I would jump on that. Because you will learn more and
different things from other people and what worked for them because everyone thinks
they are awesome…I would jump on the chance to collaborate with somebody else.
Instructors sharing or collaborating are essential for professional and personal
relationships and contribute to student learning success (Arkansas State University, 2022).
Instructors can share feedback on their teaching experience and how to overcome challenges,
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which is helpful for new teachers to get ideas to enhance their teaching skills and avoid mistakes
to prepare their upcoming lessons better. Participant 10 discussed a policy of a competing
organization:
They would do meet-ups, and they would share information like a social media type
thing. So I would enjoy something like that because if there were any questions about
VIPKids, you would have a delayed response instead of sometimes going to the
company. There was always a teacher that could respond to you or say, “Oh, yeah,”
which happened to me in class too.
Participant 6 said sharing and collaboration would be beneficial. Instructors could get
solutions from other teachers and learn more about each other. They could find out what the
other teachers have been experiencing and bounce ideas off each other. Participant 8 shared they
are pleased to learn new things from others,
I was thrilled to be on the proofreading team, which dissolved because they changed their
curriculum, but I felt that that was a nice thing. I understand that everybody is in different
parts of the world. So, it is a little bit tricky, but I think if they even opened it up, it would
be very beneficial, and some people would respond really well to it. … Like, cool. I’m a
part of something that feels good. You know, don’t feel so detached from it.
Three participants offered some opposing ideas about sharing or collaboration platforms.
Participate 7 mentioned:
You’re competing for students, and I don’t find that helpful. I think people have become
more showy or flashy rather than teaching, and that’s not my thing. I tried joining other
teaching groups in the past, and it hasn’t worked for me, just cattiness and gossip, and I
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have this kind of a group of teaching friends that I bounce ideas off of that are just
teachers from various places that I’ve met over the years.
Sharing platforms can be a double-edged sword if instructors spend time gossiping or
discussing irrelevant topics, which induces negative influence. Participant 2 also discussed her
opinion:
I think it’s 50/50. And I say that because too many kitchen chefs can create many issues.
And it’s good too, and then the transient nature of many online teaching platforms might
make it difficult for someone having a wonderful idea that might work this year might
not work the next year. They might not be here to implement or train on using said
situation or material.
Based on the interview, 75% of interviewees hope to get support for sharing or
collaboration with other teachers, which WAPrep has not implemented yet. No documents show
the organization provides any teachers sharing and collaboration.
I n c e n t i v e t o C on t i n ue to I m p l em e n t Ad vanced O nline P r actice
Appropriate incentives in the workplace have benefits for both employees and employers.
Employees’ awareness of their performance and productivity can enhance morale, job
satisfaction, and motivation to support the organization in achieving its goals (Blackhawk
Network, 2011). Thus, incentivizing instructors to improve their teaching practices is critical.
The interview questions explored whether the WAPrep organization provided such incentives.
Participant 1 mentioned they had not seen any incentives to encourage her. Sometimes they felt
like the organization lacked the inspiration to stimulate instructors, but they have incentives for
student retention, which connects to organizational financial income. Three of the instructors
mentioned that re-enrolling incentives could be a positive instructor incentive.
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Giving instructors a chance to participate in a proofreading team was another incentive
for instructors considered, as Participant 8 highlighted: “They put me on a proofreading team,
which I was feeling pretty good as a teacher with them but then having that extra responsibility.”
When instructors get personal skill improvement through participating in activities with an
organization, that can also be considered to be an incentive for teachers, such as designing or
changing curriculum and implementing creative ideas. Based on the interviews, financial
incentives are not the only way to inspire instructors. Giving instructors opportunities to improve
their personal career development and credentials during the experience also provided a way to
inspire instructors.
Document analysis from an organizational website mentioned that “Instructors get the
reward for student retention,” as the instructors mentioned. Without the organization providing
extensive monetary and non-monetary incentives to inspire instructors, WAPrep instructors
appear to have high self-motivation to provide quality online teaching practice.
Summary of Findings for Organization Influences
The interview and document data analysis showed that about half of the interviewees
believe in and trust the organization in terms of enriching their careers. All of them understood
the organization’s expectations. In addition, 75% of instructors would like more organizational
support for instructor sharing and collaboration. Instructors desperately need to obtain more
significant incentives to inspire them to improve their practice and additional support for
improving their teaching practice and quality. Additionally, two emergent themes from the data
are discussed below.
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Emergent Themes
The interviewees repeatedly mentioned two features supporting their advanced teaching
proficiency, as discussed in the following sections.
ClassIn Application
The ClassIn teaching platform is a popular online classroom software program used at the
WAPrep organization. ClassIn has proven to be a reliable tool for fast-speed internet connection
and user-friendly applications and functions. All instructors mentioned feeling satisfied with the
tool and enjoying its use. This platform was not assumed initially to be an essential element of
teaching proficiency. It emerged in the discussion of what kinds of teaching tools were essential.
All interviewees stated that ClassIn is a critical technical tool to support their teaching.
Participant 6 stated, “I think ClassIn is a good platform. … I think it provides different drawing
tools and boards and different ways that the kids can actively interact with the platform,
especially children.”
Classes have many tools, providing an engaging platform for instructors and students.
These include live classes, group chats, cloud sharing, and assignments on one platform.
WAPrep provides training to support teachers in navigating ClassIn and effectively using Zoom
to improve teaching practice. As Participant 1 stated, “I teach on the Zoom platform. I dislike the
Zoom teaching platform because it is not fluid.” Generally, the Zoom platform has been widely
used as a conference tool for meetings, and its functionalities are limited in terms of what is
needed for an online learning environment (Peatman, 2021). Many instructors use Zoom as an
instructional tool to bring students together, but it has proven less effective than other learning
platforms. WAPrep instructors prefer ClassIn over Zoom and other tools. They expressed that
ClassIn can make the class more accessible, making it easy to schedule and supervise. Unlike
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Zoom, ClassIn is an educational software designed to enhance online teaching. Participant 2
mentioned,
Their platform is excellent for classroom interactions and dynamics and just makes it fun.
So, it is not a boring Zoom meeting, or it’s not like Cambly, where you have the lesson
plans and can do fun stuff.
Participant 8 said that ClassIn is the most used tool when teaching language online. It is a
free, one-stop online learning service made for ESL instruction as a teaching tool. About the
ClassIn function, Participant 12 discussed,
It’s not the most sophisticated, but for the most part, kids can figure it out… There’s like
a small Blackboard feature. … If I want everybody to write collectively and not look at
what their neighbor wrote, I can send that, and only I can see it. The system is pretty
user-friendly.
ClassIn helped instructors maximize procedural knowledge to effectively teach online
and feel confident in encouraging students’ learning interests. Participant 11 said “I love the
platform they use to deliver instruction. So it made me a better online instructor and presenter.”
The emerging theme is that the ClassIn teaching platform produced dynamic and positive
teaching practices for instructors and students.
T eaching Assistants
Teaching assistants (TAs) also emerged as an important theme representing
organizational support that enhanced instructor knowledge and motivation. The instructors all
reported TAs supporting their work, helping them overcome challenges or issues. Online
language learners face technical problems and classroom organizing challenges. The TA stays in
the class the entire time to help organize the students, solve technical issues, answer questions,
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communicate with both instructor and students and provide supervision. The TA serves as the
second set of eyes and ears to monitor the class and handle disruptions to maintain student flow
so that instructors can focus on maximizing the learning experience within the class. They prove
significant for young students and new teachers when they are unfamiliar with new students and
the technical tools, allowing them to gain support and solutions from the teacher assistant.
Participant 5 mentioned,
There is a teacher’s aide in the classroom as well. I never see her. However, I know that
she is there, and she will communicate if there are any technical issues. She will
communicate with the parents if a student is absent. She will call the parents, and she will
evaluate my teaching performance as well... They are always responsive. Right.
Whenever you have any questions, we reach out to them.
Teaching assistants do not have verbal communication with instructors and students.
They type in the chat box and solve problems when they arise. Participant 8 explained, “There is
a chat function if you know you have a problem and technical errors that need help.” Participant
12 similarly stated that the TA does not communicate verbally with the students. They
communicate in the chatbox about their suggestions, help, and ideas. Instructors have never
actually heard the assistants speaking. Thus, the TAs probably supervise multiple classes at one
time.
Teaching assistants can deal with several issues because they get professional training
from the WAPrep organization. Participant 8 stated that the assistants help him contact students’
parents to help them and can contact the ClassIn tech support in tech support. Also, they are
proactive about solving any issue. In addition to the positive feedback, two instructors had
another concept of TAs. Because the assistants never speak in class, instructors do not know their
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gender, personality, characteristics, or communication style. This not knowing can induce
discomfort for some instructors. Participant 11 said, “I call them the ghost teacher … They are
sort of floating there.” Participant 9 further highlighted:
The TA writes something in the chat window, sometimes too much and sometimes too
inappropriate for kids to hear because that is not their teacher. The TA is supposed to help
with some of those things you said, like the mic, the software, the camera, or
communicating with the parent to help them set up. That is actually what the TA is
supposed to be doing.
In general, instructors stated TAs provide excellent help for class learning and
significantly support instructors’ advanced technical teaching proficiency. Some concern was
raised that there are cases where TAs type too much in the chat box, interrupting instructors’ and
students’ concentration and potentially interfering with students’ work.
Conclusion
Interview data and document analysis showed that the participants have knowledge of
challenges online language learners face, tools for providing advanced online language teaching
and overcoming challenges, and knowledge related to implementing advanced online language
teaching. Participants perceived the advantages of online language teaching and expressed high
satisfaction with their careers, suggesting task value. Instructors also had confidence in their
ability to keep students engaged. However, they were less confident in ensuring students
displayed high motivation during class. Further, about one-half of the instructors believed that
the WAPrep organization enriched their teaching performance or enhanced their careers.
However, the other half did not trust WAPrep to provide sufficient support to improve their
teaching practice. All instructors recognized the organization’s expectations of part-time English
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language instructors’ contribution and felt reasonable. At the same time, WAPrep did not provide
the support teachers would like to enhance their teaching practice, teaching sharing, and
collaboration or provide incentives to stimulate instructors to implement advanced teaching
practices.
As discovered from the research, several continuing needs were identified in this study.
First, instructors were less confident in intervening to help students become more motivated and
engaged. Second, the organization provided insufficient support to enhance instructors’ teaching
practice, including teacher sharing, collaboration, or incentives to encourage instructors to
increase online teaching proficiency. In addition, two themes emerged around the value of the
ClassIn teaching platform and instructional aides. These findings are addressed in Chapter Five,
with recommendations to improve practice.
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CHAPTER FIVE: SOLUTION, IMPLEMENTATION, AND EV ALUATION
This study examined the knowledge, motivation, and organizational factors affecting
1st-grade to 8th-grade part-time online English language instructors’ advanced technical teaching
performance at Washington Preparatory (WAPrep) Online LLC, a pseudonym. The experience
and perspective of the participants in this research were critical in understanding the purpose,
structure, and needs of advanced technical tools to influence their teaching proficiency. This
study is significant in better understanding language instructors’ skill sets to determine areas of
improvement and best practices for conducting online language learning for young learners
across the globe. Clark and Estes's (2008) gap analysis was used to identify instructors’
knowledge, motivation, and organizational assets and needs to implement advanced technical
tools to enhance their online language teaching performance at WAPrep school.
This study focused on three primary research questions:
1. What are WAPrep online language instructors’ knowledge and motivation to provide
advanced online language teaching practices?
2. How does the WAPrep school support the instructors in providing advanced teaching
practices? And
3. What are the recommendations for WAPrep to improve its online instructors’
teaching quality performance in the areas of knowledge, motivation, and
organizational resources?
This chapter addresses the thi
rd
research question and discusses the key findings from
Chapter Four in the context of literature in the field, recommendations for practice, and a related
evaluation plan. This is followed by a discussion of the study’s limitations, possible areas for
future research, and a conclusion to the work.
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Findings and Discussion
Chapter Four revealed instructors’ knowledge, motivation, and organizational influences
affecting their advanced technical teaching performance. Areas identified as current assets
represented the areas instructors perceived as strengths and where they identified challenges they
met and have overcome. Implementing various teaching strategies designed for different grade
levels has helped instructors effectively adjust their online teaching approach. The findings also
highlighted career satisfaction, confidence in online pedagogy, and positive student interactions
based on participants’ teaching experiences. The teachers reported knowledge of instructional
tools, how to implement processes to overcome challenges in online learning, and how to
self-reflect on their effectiveness. All participants believed that the organizational expectations
were valid and that the support provided was sufficient in assisting their current instructional
needs. They all have clear working expectations from the organization as reasonable.
The research elucidated that further efforts are needed to enhance online language
instructors’ teaching performance. Most instructors have not utilized advanced technical tools as
part of their teaching approach, although up-to-date and rapidly evolving knowledge and skill
sets are crucial in online learning. As advanced technology evolves, instructors must keep
abreast of current trends to help improve online instructional teaching and learning. The findings
reflected fundamental theories defined by the previous research works in this area. Implementing
e-learning involves many stakeholders and needs to understand external influences that impact
virtual learning (Newton et al., 2002). The research findings echo researchers (Cai, 2021;
Graziano & Bryans-Bongey, 2018) that quality teachers need to self-learn to enhance teaching
skills, provide adequate language instruction, and better communicate with all learners.
Instructor motivation was another area of continuing need. Most participants lacked confidence
in their online delivery teaching practices to intervene in students’ learning when a student
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displayed negative behaviors or attitudes during class. This was partly caused by diminished
student motivation to learn and their views of online language learning and methodologies.
Participant 4 noted that managing students in an online classroom was challenging, and it was
difficult to monitor completed homework assignments. Participant 5 stressed the frustration of
minimal student participation and engagement in addition to parents intervening and supervising
their child’s online classes, which can be detrimental to the learning process.
In terms of organizational support, about one-half of the participants expressed that the
WAPrep organization needed to provide additional professional development support that
enriches instructional teaching strategies using advanced technical tools. Many researchers
discussed the need for professional development in their prior research: Russell and
Murphy-Judy (2021) illustrated how teachers acquire a broad knowledge across three domains
through professional development. Shyamlee and Phil (2012) also talked about the importance of
educators acquiring adequate knowledge in their specialized subject area to provide practical
information for language learners. Participant 12 disclosed several issues that prohibit instructors
from completing a professional development due to time constraints, particularly for part-time
instructors who work at multiple educational organizations. Thus, it becomes a disservice to
instructors due to their inability to fully commit to a professional development program.
Most participants offered additional types of support needed from WAPrep to enhance
online technology used to improve teaching quality. This included learning how to effectively
create an online curriculum, providing constructive feedback to online learners, developing open
lines of communication between parents, students, and faculty, and implementing a community
forum for teachers to collaborate, interact, and share ideas. In addition, participants suggested
that TAs left inadequacies in student, parent, and teacher communication. Rather than engage in
quality conversations, a TA would write abrupt responses in the chatbox. Table 10 illustrates the
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“continuing needs” related to motivation and organizational influences based on the
abovementioned gap.
T able 10
Continuing Needs
Self-Efficacy Instructors’ confidence in
delivering advanced online
language teaching practices
Continuing needs
Cultural Model Instructors need to hold belief
and trust in the organization
Continuing needs
Cultural Setting The organization needs to
provide sufficient support to
instructors
Continuing needs
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Pr oposed Recommendations
The WAPrep online language school provides quality online language teaching for k-8
grade international students taught by native language speakers. At the time of the study, more
than 1,200 students were enrolled in the online language learning program. The school’s mission
is to provide quality, affordable, and flexible international online English learning education to
children from kindergarten to eighth grade in Asia by offering alternate solutions to traditional
schooling. To fulfill this mission, recommendations for practice are provided for the continuing
needs identified in the study. Several continuing needs were highlighted in this research,
including instructors’ confidence in effectively intervening when students show a lack of
concentration, motivation, or a positive attitude in the course, the level of belief and trust that the
organization will enhance teachers’ career development, and support from the organization to
improve their teaching communication and collaboration. Based on these findings, this section
discusses three primary recommendations to improve online language advanced technical
teaching proficiency at WAPrep:
1. Provide pedagogical and technical training.
2. Implement an effective and robust Teacher Collaboration Platform.
3. Increase TA involvement in addition to improving communication with instructors.
Recommendation 1: Pr ovide Pedagogical and T echnical T raining
Technology provides instructors with tools and resources with the potential to help their
teaching performance. According to interviews, 40% of instructors lacked viable applications
and methods in teaching intervention, particularly in areas that involve student concentration,
behavior, and lack of motivation for learning. Instructors felt it was challenging to help improve
students’ motivation and perspectives toward online learning. They need additional skills in
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addressing a lack of student motivation, including additional strategies they can use to engage
students in online language learning. This is where training needs to take place.
Staff work satisfaction is contingent upon how they are treated and valued, directly
impacting classroom learning, pedagogical practices, goal attainment, and motivation (Martin &
Dowson, 2009). Based on the cultural model of organizational trust, 50% of instructors
suggested additional needs in how WAPrep has handled professional development and
promotional incentives. Some believe that WAPrep does not invest in its staff and provide an
adequate rewards system and tools to grow professionally. Therefore, retaining quality
instructors becomes difficult, resulting in a high turnover rate. To combat this problem, a
recommendation is to develop training modules and merit-based reward systems. Developing
new initiatives to enhance instructor teaching performance by acknowledging staff members’
hard work and dedication, equipping them with state-of-the-art technology training, and
investing in their future career development is crucial in creating a more cohesive work
environment between the organization and instructors (Toropova et al., 2021).
Teacher professional development (training) is a structured and facilitated activity for
teachers to increase their teaching ability (Sims et al., 2021). This distinguishes professional
development from activities focused on simply providing teachers with general updates about
school or setting business or policies. Incorporating advanced technical platforms and tools will
help instructors enhance students’ learning by comprehensively understanding the technological
teaching platforms, delivery models, and E-learning capabilities. Implementing instructional
training on multimedia and technical educational platforms will increase instructor confidence to
successfully educate young students and resolve issues that may arise in online classrooms.
Those who design and select professional development should focus on mechanisms to
improve student outcomes. Collin and Smith (2021) suggested a mechanism from each of the
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four groups: build knowledge, motivate staff, develop teaching techniques and embed practice.
WAPrep recruits part-time English instructors. Therefore, selecting and delivering professional
development programs should adapt to such circumstances and protect and prioritize the
mechanisms. Recognizing teachers’ time constraints and adapting professional development
accordingly is crucial. The staff should assess how a program development program fits into the
school routine. In addition, gaining ongoing leadership buy-in can facilitate successful
implementation. The professional development should align with the needs of the school
(Zepeda et al., 2014). Some research (Schleifer et al., 2017) suggested that teachers learn best
from other teachers. Possibly, professional training could be teachers coming together to work
through scenarios of student disengagement. Possibly, some teachers could be trained as master
teachers, offering them a path to advancement and incentives to improve their practices, and then
training other teachers on model practices to encourage student motivation and engagement.
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T able 1 1
Summary Action Steps for Pedagogical and T echnical T raining for Instructors
Action steps Timeframe
Identify instructors’ training needs January 2023
Design training February 2023 and ongoing
Training agenda (syllabus)and announcement March 2023
Supervisor trained instructors and ensured
instructors had the necessary materials and
support
March–April (First 2 weeks)
School leaders check supervisors’ and teachers’
additional needs
March and ongoing (until the end of the
training program)
Evaluation and way forward June 2022
Collect or identify improvement area(s) to
prepare the next training program
End of June 2023
T ime Frame
The training timeframe and frequency depend on the schedule, availability, the number of
participants and topics to be learned. Before starting the training, identifying instructors’ training
needs is the priority, which will start in January 2023. After confirming the need, schools should
start designing training content and creating the training syllabus based on training demand.
Announce an official agenda with complete inclusive training content to ensure all participants
will participate in March 2023. During March - April 2023, the first training courses will be
provided. Starting in March 2023, school leaders should monitor and frequently check in with
supervisors and instructors’ needs or support. Based on the Training, evaluation and feedback
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should be collected in June 2023 to assess the training. A summary of the training experience
should be provided by the end of June to better prepare for the next training session.
Capacity and r esour ces r equir ement
To ensure that the implementation of pedagogical and technical training is provided,
WAPrep should be held responsible for securing an allotted professional development budget for
all teacher training resources, supplies, course materials, and technological tools. It is highly
suggested that a knowledgeable manager in online instruction or a participant with a similar
background should lead in reinforcing and successfully implementing the professional training
program. If needed, external consultants with experience in educating online instructors can be
another viable option to incorporate into the training development phase. Prior to
implementation, it is imperative to have preselected managers, consultants, or other
administrators. Scheduled days/times should be determined with the assistance of the school’s
scheduling coordinator (for room availability) and IT (for set up and technical support).
Recommendation 2: Cr eate a Str ong T eacher Collaboration Platform
Research has shown that teacher collaboration among peers has influenced teacher
learning. Collin and Smith (2021) suggested that peer support promotes development. Peers
share a common language, culture, and knowledge regarding their problems and can provide
emotional and professional assistance that supports teaching practices. Creating a solid
collaboration platform allows teachers to share innovative ideas, insights, and solutions. It is an
opportunity to work together, ask for advice, seek help, and exchange stories or challenging
experiences during the week or school year. These are moments where teachers come together as
a support system and establish relationships among colleagues. Based on interviews with
WAPrep, the organization has not established an effective community platform for teachers.
Many educators are unfamiliar with their colleagues due to the lack of communication and
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interaction between instructors, staff, or administrators. Most participants of this study have
mentioned that developing an online community that encourages collaboration and transparency
would greatly enhance instructor morale and teaching skills and feel a sense of inclusion rather
than isolation.
Effective collaboration should be structured to support educators, which peers support.
The unplanned, informal, ad hoc, idiosyncratic collaboration is harder to measure. Establishing
effective collaboration is experimental, where teachers try out, refine and embed innovative
approaches. It is working through and reviewing the effects of activities that disturbs the status
quo. By reviewing approaches, beliefs, and assumptions together, positive solutions can come to
fruition (Cordingley, 2015). Effective collaboration should be evidence-rich in response to how
students respond to changes and problem-based issues that focus on inquiry and
problem-solving. James & Macormick (2009) pointed out that collaborative, classroom-focused
inquiry has greater power to change classroom practices and learning outcomes for the better
than any other factor.
Possible collaboration methods are
1. A coaching relationship - An expert coach provides peer support and assistance
2. Regular conference calls between teachers - Peers discuss how they are learning and
innovating
3. At least two colleagues take part in Training - To support each other throughout the
implementation
The collaborative session among teachers should focus on implementing, refining,
evaluating and embedding new practices rather than sharing good practices that may or may not
be applied in the classroom. Weston and Clay (2018) pointed out that sharing ‘good practices’ is
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not impactful collaboration, creating excessive cognitive load and superficial coverage. Teachers
learn awareness, inspiration, and application to generate a direct impact on learners’ learning.
T able 12
Summary Action Steps for Cr eating a Str ong Collaboration Platform
Action Timeframe
Select the staff and assemble top volunteers to lead
the initiative
January 2023
Identify practical approaches to collaborate on January 2023
Make an official announcement in the organization February 2022
Exploration of alternatives to commitment to action March and ongoing
Collaborate to design implementation and
evaluation
March and ongoing
Experienced language teaching experts share
insights and methodologies
March and ongoing
Collect information and debrief Once a month beginning after March
Disseminate - Show and Tell to collaborate with the
broader field
Start with a new cycle every 3 months
Provide incentives or rewards to active participants Every cycle
Survey the participants to create a summary from
all themes and topics for discussion
Every cycle
T imeframe
Before sending the initial communication announcement to instructors, it is suggested
that the staff selected and top volunteers assemble to create an initiative collaboration platform
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and identify practical approaches to collaborate on evidence-oriented brainstorming in January
2023. After announcing instructors and faculty participation in February 2023, implementation
leaders should explore additional ways to build an inclusive communication mechanism platform
that facilitates collaboration. This includes the organization recognizing and inviting the
experiences of outstanding online language instructors to share their experiences based on the
theme or topics that participants voted for or selected, which starts in the middle of March and
circles to every month. Supervisors should create a mechanism to regularly collect information
and feedback from all participants and experts to get new insight from this collaboration
platform. For example, possibly every 3 months, the supervisors could disseminate an official
summary that includes a high-level summary of that period’s topics, instructor experiences,
recommendations, and suggestions and announce the next plan. The organization could provide
an incentive to proactively participate in every cycle and send a quarterly survey to evaluate the
knowledge gained.
Capacity and Resour ces Requir ement
For the recommendation of creating a strong teacher collaboration platform, it was
proposed that WAPrep stakeholders should set an example by strongly encouraging instructor
participation and collaboration. Inviting online instructional experts and well-grounded
instructors is critical in generating insightful group discussions and shared experiences and
cultivating practical problem-solving approaches to reduce current instructional issues and
barriers. To officially start the process, volunteers are needed to lead this initiative. Developing
discussion topics, such as online pedagogical cases, contemporary discourse, and additional
dialogue about online teaching and learning, will also be required.
Instructor incentives are another approach to motivate instructors to make more of a
conscientious effort to collaborate with peers and colleagues. An incentive, such as a financial
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reward, is a great approach to encourage active engagement. Moreover, integrating interactive
activities, webinars, dissemination, social or academic theme discourse, and quarterly/monthly
feedback from previous discussions will significantly reduce common issues and challenges.
Recommendation 3: T eaching Assistant Involvement and Communication with Instructors
Teaching assistants play an essential role in online learning classrooms at the WAPrep
organization. They assist instructors with technical challenges or issues, classroom management,
maintain communication flow with instructors and students, and help evaluate instructors’ and
students’ work. There is at least one TA to assist instructors in every class. Teachers gained
support and solutions from TAs, especially young students and new teachers unfamiliar with new
pupils, classroom policies and procedures, and technical teaching platforms (ClassIn). Despite
the support TAs provided, instructors suggested that verbal communication between TAs,
instructors, and students could be improved. Online teaching presents challenges, especially
when establishing a working relationship between TAs and instructors. Communication tends to
be very limited to resolving issues via chatbox. This can create friction and discomfort for both
the TA and the instructor. Effective communication, such as weekly one-on-one meetings, could
help individuals learn more about each other and their work preferences, set expectations, and
provide feedback and solutions for collaborating. In WAPrep, the TAs have a full role in
non-pedagogical activities, such as easing teachers’ administrative workload or meeting
students’ welfare needs. If TA deployment is not pedagogically related, teachers may perceive
the TA’s role as disruptive and irrelevant.
School leaders should systematically review the roles of both teachers and TAs to
reevaluate how TAs can further support learning for instructors and students. Making necessary
changes will enable TAs to work more effectively in ways that can transform student outcomes.
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To encourage TAs to engage in verbal communication with instructors effectively, managers
should establish the same support and guidance to TAs that are provided in instructor training.
Similar to instructor training, a TA development session can also be practical. TAs can learn new
technical skills and enhance communicative classroom experiences with instructors and students
to bridge the collaborative gap between TAs and instructors. In addition, creating a reward-based
system similar to instructor training would significantly benefit TA involvement.
This research suggests that TAs are often used as an informal resource in classes. This
has the effect of disengaging students from the classroom, their teacher, and their peers. Schools
should provide sufficient time for TA training and for teachers and TAs to meet outside
classroom hours for lesson preparation and feedback. During these meetings, the instructor could
ensure that the TA has the information needed to help learning outcomes and provide
instructional and class management assistance. Ongoing training and professional development
are essential tools for TA preparedness. TAs should be trained to fully understand their role’s
expectations, how to best support instructors and students and their parents, and the required
techniques. Teachers should also provide feedback on maximizing the use of TAs.
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T able 13
Summary Action Steps for Pedagogical and T eaching Assistant Involvement
Action Step Timeframe
Have a better understanding of how instructors would like to be supported by
TAs
January 2023
Send out formal announcements and requirements related to TA training February 2023
Conduct TA technical and pedagogical training February 2023
and ongoing
Check to ensure that TAs are fully aware of instructor and student levels and
technical tools utilized before providing classroom assistance.
February 2023
and ongoing
Initiate more formal communication plans for TAs, instructors, and faculties March 2023
Weekly one-one summary communication discussions March 2023
and ongoing
Managers monthly evaluation and feedback from TAs and instructors April 2023
and circles
T imeframe
Teaching assistants should communicate with instructors when they encounter problems
or student conflicts rather than solely relying on typing in the chat box. In February 2023,
managers should understand from instructors how they would like to be supported by TAs and
send out formal information to all TAs regarding verbal communication with instructors and
students. Technical and pedagogical training should be offered to TAs quarterly beginning in
March. TAs should receive all the instructors’ and students’ basic information, teaching goals,
and strategies before class starts to communicate better and assess classroom needs after the
training. TAs and instructors should start more formal communication to enhance classroom
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teaching/learning efficiency in March 2023. In addition, managers will be responsible for
organizing a summary report during scheduled weekly meetings with instructors and TAs
pertaining to issues and concerns. Information (challenges, obstacles, communication, classroom
dynamics) can be collected to determine work performance and action items to improve TA
issues and shortcomings starting in March 2023 and in continuing cycles. Moreover, instructors
and TAs are encouraged to take the evaluation and monthly feedback from their new
collaboration paradigm. This process is proposed to be started in April 2023 and to be an
ongoing process moving forward.
Capacity and Resour ces Requir ements
To train a more effective TA, pertinent information and strong communication between
students and instructors need to be solidified. To enhance TA and instructor verbal
collaborations, supervisors should provide specific guidance and requirements. This should
include TA pedagogical and technical training to support instructors, develop classroom
management skills to assist students and instructors further and provide efficient feedback
collection for parents and instructors. Similar to developing an incentivized program for
instructors, creating a performance-based reward system (monetary, awards, prizes, etc.) for TAs
will also help improve active engagement in training, weekly Zoom discussions, monthly
meetings, and conducting final reports and constructive feedback.
Evaluation Plan
The Kirkpatrick model is a globally recognized approach to assessing the results of
training and learning programs(La Duke, 2017)). To evaluate the effectiveness of the proposed
recommendations, the Kirkpatrick model was used as an assessment tool to determine the
success and whether the training fulfilled its intended purpose ( Kirkpatrick & Kirkpatrick, 2006).
This model suggests that interventions can be evaluated from four specific levels: reaction,
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learning, behavior/transfer, and results/impact ( Kirkpatrick & Kirkpatrick, 2006). The following
section details how the three recommendations are evaluated using these four principles at the
WAPrep organization.
Level 1: Reaction
Kirkpatrick’s Level 1 focuses on assessing initial reactions to the intervention. For each
of the recommendations noted above, it is imperative to understand the reactions from
participants based on their interest, attention, and motivation and how it directly impacts the
effectiveness of these recommendations (Kirkpatrick & Kirkpatrick, 2006). Measuring reactions
is important for several reasons. First, it provides valuable feedback to the organization to better
evaluate the program and suggestions for enhancing future programs. Second, informing
participants of the importance of their feedback and participation impacts the quality of this
implementation. Third, a reaction sheet can provide quantification and measure participants’
engagement, and this can be used to design an evidence-based plan (Clark & Estes, 2008;
Kirkpatrick, 2006).
Online language instructors (the primary stakeholders in this study) focus on
implementing solutions to enhance technical teaching proficiency. Evaluating instructors’
reaction to pedagogical and technical training is critically important (Kirkpatrick, 2006). A
survey (reaction sheet) can be designed during this level to assess participant engagement and
collect responses to confirm whether participant ratings were low or high. For this
recommendation, a survey can be sent to all online instructors from WAPrep to determine if the
program is helpful. Detailed plans of Level 1 measurements related to each recommendation are
provided in Table 14
143
T able 14
Intervention Assessment Level 1: Reaction
Level 1: Reaction
Recommendation Category Recommendation Methods of Assessment
Instructors’ confidence in
delivering advanced online
language teaching practices
Provide pedagogical and
technical training
Use “smile” sheets at the end
of each training session
Monitor attendance and
completion rates
Observe the level of
discussion in training – are
they all active during big and
small group activities?
Instructors need to hold belief
and trust in the organization
Create a strong
communication collaboration
Teachers fill out an
evaluation sheet that includes
their feelings and
expectations about the
communication collaboration
program.
The organization needs to
provide sufficient support to
instructors
Teaching assistant
involvement and
communicate with instructors
All teachers and TAs fill out
a feedback sheet about how
they perceived the TA(s).
Was their role useful? Did
they add to the learning
experience further?
Level 2: Learning
Learning must be accomplished to achieve the third level of behavioral changes
(Kirkpatrick & Kirkpatrick, 2006). earning measures, the degree to which participants acquire
144
knowledge, skills, and attitudes due to the training program. Evaluating learning skills is
essential because it determines the acquired level of knowledge that participants received based
on their participation in the program. If the instructors have not ascertained what was taught or
attitudes have not changed, the strategy has not been completed or achieved its initial purpose.
Instructors must show that they have acquired knowledge from the program by practicing what
they have gained. Several questions will be focused on evaluating instructors’ training learning.
Questions could cover constructive knowledge, attitudes, skills, confidence, and commitment
gained from the training and understanding of the content the supervisor provides and any
additional comments for the content they need. Evaluating instructor knowledge through
interviews can assess instructors’ learning from training programs. Therefore, the teacher and
supervisor can discuss and gather information regarding student engagement, class management,
technical platforms, concerns, issues, and areas of improvement as a report to the organization.
Detailed plans for Level 2 measurement of learning associated with each recommendation are
detailed in Table 15.
145
T able 15
Intervention Assessment Level T wo: Learning
Level 2: Learning
Recommendation Category Recommendation Methods of Assessment
Instructors’ confidence in
delivering advanced online
language teaching practice
Provide pedagogical and
technical training
Supervisors conduct online
technical exams to
demonstrate what instructors
have learned.
Interview how instructors
gained actionable knowledge
to improve their online
teaching/ did they know how
to implement the skills.
A survey assesses confidence
and commitment to change
their teaching after training
Instructors need to hold belief
and trust in the organization
Create a strong
communication collaboration
A survey assesses whether
instructors know whom to
contact for support and how
to collaborate with their
peers to improve instruction
The organization needs to
provide sufficient support to
instructors
Teaching assistant
involvement and
communicate with instructors
Informal interviews to see
whether instructors know
how to utilize the TAs and
how to help students via
cooperation with TAs better
Level 3: T ransfer/ Behavior
The third level focuses on measuring the impact of what was learned and whether the
participants applied the knowledge and skills to their work. Instructors can be observed using
146
advanced techniques learned and applied in their classrooms. Some instructors may find it
challenging to implement newly learned advanced technical tools, especially the significance of
utilization to improve online teaching quality (Han, 2022). It becomes imperative for supervisors
to continually support and motivate instructors by reiterating the importance of advanced
technical applications, curriculum preparation, homework evaluation, and student engagement.
Several guidelines will help evaluate transfer/behavior, such as control groups, if
practical: allowing instructors to take 2 to 3 months for their behavior change to take place after
the utilization of new teaching techniques and skills; evaluating both before and after classroom
learning efficiency; conducting surveys and interviews from instructors, review students and
supervisors feedback; re-evaluating teaching performance; reviewing cost and benefit analysis of
the training program. The goal of the stakeholders is to develop an ideal training environment
that will produce the desired teaching performance outcomes (Kirkpatrick & Kirkpatrick, 2006).
Table 16 details Level 3 evaluations with each recommendation.
T able 16
Intervention Assessment Level Thr ee: T ransfer
Level 3: Transfer/Behavior
Recommendation Category Recommendation Methods of Assessment
Instructors’ confidence in
delivering advanced online
language teaching practice
Provide pedagogical and
technical training
Instructor observation to
determine whether technical
tools have been applied to
daily lesson plans,
curriculum preparation,
assessment, and student
engagement.
Follow-up interviews (brief)
with select participants and
147
Level 3: Transfer/Behavior
supervisors about examples
of change (if any) and what
else they might need in terms
of support
Instructors need to hold belief
and trust in the organization
Create a strong
communication platform
Observe whether instructors
have asked pertinent
questions to identify
problems, collaborate on
solution-based strategies, and
provide constructive
feedback in their work
environment.
A survey to instructors as a
follow-up on the skills and
knowledge utilized to
improve
communication and relevant
themed discussions
incorporated into the
classroom.
The organization needs to
provide sufficient support to
instructors
Teaching assistant
involvement and
communicate with instructors
Observe classroom dynamics
to see if there is an increase
in student participation,
improvement in instructor
and TA communication, and
potential increase in
collaboration to address
teaching and learning
efficiencies.
Survey instructors about the
engagement of TAs in regard
to communication behavior -
using a chatbox vs. engaging
in meaningful conversations.
Experienced TAs can train
new TAs
148
Level 3: Transfer/Behavior
The organization receives a
detailed report and summary
from both instructors and
TAs.
Level 4: Result/Impact
Level 4 evaluates the result of training and the examination of results based on goals
achieved through the intervention (Clark & Estes, 2008; Kirkpatrick,2006). This evaluation is
critical in assessing recommended medications to fix the “continuing needs” gap at WAPrep. For
the lack of confidence to provide advanced technical teaching proficiency, observation and
survey can gauge instructors’ teaching performance as a result of the recommendation of
providing technical and pedagogical training. Instructors can also be assessed every 3 months to
ensure the implementation of tools and resources learned from training to better enhance
students’ learning performance. The survey and observation can help instructors improve their
communication collaboration and better enhance their teaching ability via peer interactions.
During the final stage, surveys, observations, and remediations can be used to analyze short and
long-term collaboration efforts between the instructor, TA, and students. This will also provide
data for student and faculty retention rates, students’ scores, and enrollment. Further information
on Level 4 evaluation with each recommendation is illustrated in Table 17.
149
T able 17
Intervention Assessment Level T our: Impact
Level 4: Impact
Recommendation category Recommendation Methods of assessment
Instructors’ confidence in
delivering advanced online
language teaching practice
Provide pedagogical and
technical training
The STAR assessment result
will reflect the enhancement
of student learning.
Instructors and TAs can
implement all advanced
technical tools to strengthen
pedagogical performance.
Compare class recordings
before and after
training.
Students report higher
level of learning satisfaction
and enrollment enhancement
Instructors need to hold belief
and trust in the organization
Create strong
communication collaboration The instructors increased
their level of communication
with their peers, and the
turnover rate of online
teachers dropped overtime.
Student learning
performance increases due to
innovative teaching adopted
via instructor collaboration.
Student enrollment increases
overtime, and the school
increases its brand
awareness.
150
Level 4: Impact
The organization needs to
provide sufficient support to
instructors
Teaching Assistant
Involvement and
Communicate with Instructors
Observation and interview
students on how TAs
improve their learning
performance
Monitor the number of
complaints from instructors
and students about TAs
support.
Student’s enrollment
improvement rate and
parents’ report for TAs’
evaluation
Futur e Resear ch
Future research could address the limitations and delimitations of this research. This
study primarily focused on online language part-time instructors employed at the WAPrep
organization. Thus, future research could include full-time and part-time instructors employed at
other online language organizations. That would help represent a larger body of online language
instructional perceptions and better generalize all online instructional phenomena.
Further, surveys are critical for gauging the population of individual views and
experiences (SurveyMonkey, 2022). Future research could extend a survey to a larger population
of all online language instructors outside the WAPrep organization. Instructors employed at other
organizations or educational institutions may have various experiences, knowledge, motivation,
and proficiency in online technical utilization. Additional future research could include:
1. Examine teachers’ knowledge, motivation, and organizational influences in other K–12
organizations or educational institutions. This could be done as comparative research to
151
different instructional organizations (public schools, religious-affiliated schools, and
charter schools).
2. Collect online learning data to help incorporate other subject areas than languages as part
of the research in applying effective learning strategies and outcomes compared to a
physical classroom setting.
3. Expanding research to include higher education institutions (HEI). The COVID-19
pandemic exacerbated the global HEI transition to distance learning, which has become
the primary form of acquiring educational degrees and learning experiences without the
need for in-person pedagogy. Higher education instructors have different skills compared
to primary teachers, such as communication skills, technological literacy, time
management skills, and assessment and evaluation skills (Sogunro, 2017). It is crucial to
understand online practices in HEI to learn from their applications of these concepts and
to have the ability to practice what was learned in other online learning areas.
Conclusion
This study focused on WAPrep’s online language instructors’ teaching performance
through gap analysis to examine how their knowledge, motivation, and organizational factors
influenced advanced technical teaching practices. Twelve online language instructors were
selected for interviews based on three specific criteria, and a document review was conducted.
The interview and document review revealed that instructors know the challenges that online
language learners face and know how to implement processes to overcome the challenges with
essential pedagogical approaches and technical tools. They also provide teaching adjustments
based on students’ evaluations and use different strategies for different needs based on strengths
and weaknesses. Further, they are satisfaction with their online teaching experience. However,
some are not confident in providing effective interventions for students who lack motivation or
152
engagement online. The instructors reported that the organization set clear and appropriate
expectations for instructors. However, instructors needed WAPrep to provide additional support
to enhance their career advancement and support their advanced online teaching processes.
Instructors did not have opportunities for peer interactions to gain more insight or solutions from
each other and no incentives to encourage them to implement advanced teaching proficiency and
implant more effort into their teaching.
Two additional critical themes emerged from this study. First, WAPrep utilized the
ClassIn teaching tool as the main platform to provide online learning to all online students
instead of other popular technical tools. It has provided a reliable tool for fast-speed internet
connection, is user-friendly, and functions well for student and instructor engagement.
A second theme emerged around TAs. All instructors interviewed emphasized that TAs helped
students and instructors overcome technical challenges and issues. Teaching assistants
supervised the whole class, provided the support needed during the class, and served as the
second eyes and ears to monitor the class and handle disruptions to maintain student flow. This
mechanism helped instructors maximize the students’ learning experience within the class. At
the same time, TAs and instructors have little direct connection or collaboration, and TAs do not
have voice communication with instructors or students. Instead, they rely on chat communication
during class, which can be disruptive and ineffective.
This study aimed to determine areas of improvement and problems associated with online
language instructors and the utilization of technical tools to develop methods to combat these
issues and provide exceptional online pedagogical experiences for young learners. Based on the
identified continuing needs to support instructors’ online language practices, three
recommendations were offered: (a) provide pedagogical and technical training for instructors, (b)
provide a communication and collaboration platform among instructors, and (c) enhance TA
153
involvement and communicate with instructors. All the recommendations are designed to bridge
the gaps identified in this study. The goal is to increase student learning achievements through
instructors developing a solid foundation in advanced technical knowledge and skill sets via their
knowledge, motivation, and organizational support. This research highlights that organizations
should provide additional support to enhance instructors’ ability to alleviate future barriers and
strengthen their advanced technical teaching skills. These factors influence how robust the online
language learning experience is. The research explores the online instructors’ ability to
successfully implement technical tools in their pedagogical methods and the importance of
utilizing cutting-edge technology to increase student learning achievements. It also identifies the
possible solution to improve the online language teaching classroom experience.
154
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APPENDIX A: INTERVIEW PROTOCOL
Instrument protocol
RQ Assumed KMO Interview question
1 What are the
WAPrep online
language part-time
instructors’
knowledge and
motivation to provide
advanced online
language teaching
practices?
Knowledge
Factual: Knowledge of challenges
online language learners face
What most pressing challenges do
students encounter learning a
language online? (Core question)
Probes: Do students have any
technical challenges when they are
learning online?
Do your students finish the
assignments on time? Are there
any challenges in submitting
assignments?
Conceptual: Knowledge of
tools/principles/models of
providing advanced online
language teaching
In your opinion, to teach English
language courses online
effectively, what teaching tools are
essential for you to use? (Core
question)
Can you give me an example of
how you have used one of these
tools in a lesson?
182
Procedural: Process of overcoming
challenges in online language
teaching.
Tell me about a time when you
faced a specific technical challenge
related to providing online
language teaching. What steps did
you take to overcome the
challenge? ( Core question)
Probe: How do you usually
stimulate your learners if they are
not concentrating? What is your
most efficient method to do this?
Probe: How do you identify
students who do or do not
understand the learning, and how
do you address confused students?
Metacognitive: Self-r eflection on
effectiveness in implementing
advanced online language
teaching, including using
different teaching strategies for
different student needs.
How do you evaluate your
students’ learning progress? (Core
question)
Probe: How do you utilize student
evaluation to understand student
learning and adjust your teaching
to make it more effective?
How do you reflect on your
strengths and weaknesses in
providing advanced online
language teaching?
Probe: How do you reflect on your
effectiveness in using different
strategies for different student
levels and needs?
How do you identify students who
understand the learning, and how
have you improved them if they
are confused?
183
Motivation (task value and
Self-efficacy)
Task Value: perception of
advantages of online language
teaching
Task Value: Satisfaction from their
career
What benefits/advantages do you
think are associated with students
learning a language online? What
are the limitations? （Core value)
Probe: How satisfied are you with
your teaching career? Why? Or
How do you feel about your
teaching career
Self-efficacy: Confidence in
providing advanced online
language teaching practices.
How would you describe your
effectiveness in making online
language learning engaging for all
students? Where are you more or
less confident in your abilities to
do this? (Core question)
Probe: How do you address
students who lack concentration,
motivation, or a positive attitude in
class and completing assignments?
Where are you more or less
confident in your abilities to do
this?
2 How does the
WAPrep organization
support the instructors
to provide advantage
teaching practice?
Organization
184
Cultural model: Beliefs and trust
with the organization.
How has the WAPrep organization
enriched your teaching
performance and enhanced your
career profession?
? （Core question)
Probe: Please share an example(s)
of how WAPrep has provided
support to you and your
instructional needs.
Do you have any experience when
you have asked for something but
didn’t get sufficient help you
needed? Please share an example.
Or Can you share any experiences
that you may have encountered
where you felt that you were not
provided adequate support to
perform at the teaching level
expected by the organization?
Cultural setting:
The organization needs to set clear
and reasonable expectations of
part-time English language
instructors’ contribution
What are the organization’s
expectations of you as a part-time
English language instructor? (Core
question)
Probe: How does the organization
communicate its expectations of
you?
Do you think the expectations are
reasonable? Why or why not?
Cultural setting: Organizational
support.
Did you currently get support from
the WAPrep organization to
improve your teaching practice?
(Core question)
185
Probe: What kind of additional
support would you like, if any?
Probe: Does the organization
currently support you in engaging
in teacher sharing or collaboration?
Would that be useful? ( Setting)
Probe: Does the organization
currently provide any incentives to
continue to implement advanced
online practices? Would this be
useful?
186
APPENDIX B: RECRUITMENT EMAIL
Dear ____________,
My name is Kellia Liu, and I am a doctoral candidate at USC Rossier School of Education. I’m
emailing to invite you to participate in a study. I received your contact information from your
department chair, Dr Cliynda Wang, with whom I have previously discussed this research
project. This study is about online language teaching quality for Grade 1 through Grade 8
language learners. As an educator and educational investor. I hope to figure out the best way to
provide quality online language teaching. I know that you are well poised to provide input that
can contribute to my knowledge in this area. Your input and participation are very valuable, and
your thoughts will guide my understanding about what recommendations may be appropriate for
solving this problem at other organizations.
I would like to conduct an online interview between January 25
th
, 2022 and February 15th, 2022.
The interview will be recorded and should last approximately 45 minutes. You might opt out of
the recording and still participate in the study. Participants in the study will meet three criteria:
1) be regular part-time online language instructors
2) Least two online language courses in any grade level at WAPrep.
3) Must have at least 2 or more years of online teaching experience
If you’re interested in participating, and fulfill the selection criteria, I would greatly appreciate a
response from you at your earliest convenience about what days and times might work for you.
Participation in this study is completely voluntary. Your identity as a participant will
187
remain confidential at all times during and after the study. I hope you will be able to participate
without any pressure. Should you have any questions about the interview, please feel free to
contact me via email (qiuhui@usc.edu) or at 9496649021.
Thank you so much and I look forward to hearing from you soon.
Sincerely,
Kellia Liu
Doctoral Candidate - Rossier School of Education
University of Southern California
188
APPENDIX C: INFORMED CONSENT FORM
UNIVERSITY OF SOUTHERN CALIFORNIA
Rossier School of Education
INFORMED CONSENT FOR PARTICIPATION IN RESEARCH
ACTIVITIES
Supporting T eachers’ Ability to Implement Advance T echnical T eaching Pr oficiency: A
Gap Analysis Case Study
You are invited to participate in a research study conducted by Kellia Liu, doctoral
candidate at University of Southern California, because your involvement in this study will
influence further online language teaching and learning quality for 1st-8th grade learners. Before
making a decision to participate in this study you should read the information below to
understand why the research is being done and what the study will involve. Please ask questions
about anything that you do not understand. Please take as much time as you need to read the
consent form. You may decide to discuss your participation with your family, colleagues and
friends. Your participation is voluntary. You are free to withdraw from participating in this study
at any time. If you decide to participate, you will be asked to sign this form. You will be given a
copy of this form for your records.
STUDY TITLE : Supporting Teachers’ Ability to Implement Advance Technical Teaching
Proficiency: A Gap Analysis Case Study
PRINCIPAL INVESTIGATOR: Kellia Liu, doctoral candidate at University of Southern
California (USC)
PURPOSE OF THE STUDY
The purpose of this research is to identify online language instructors’ teaching
methodology, technology utilization and its influence on 1st to 8th grade students’ online
189
language learning performance. This research analysis will focus on instructors’ knowledge,
motivation, and organizational influence related to achieving the organizational goal Washington
Preparatory School (WAPrep). For the practical purpose of this study, the instructors which this
analysis examines are participants. The researcher will explore to gain a better understanding of
the online language teaching quality via teaching methodologies and technical utilization.
PARTICIPANT INVOLVEMENT
As the study participant, you will be invited to an interview. The interview will last
approximately 45 minutes. The interview will be recorded. However, you have the option to
decline to be recorded and continue with your participation. In case you decide to decline the
recording, the researchers will take notes during the interview. You might be invited for a
follow-up interview, at a later time, if deemed as necessary by the researcher.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive a $50 Starbucks gift card for your time. You do not have to answer all of
the questions in order to receive the card. The card will be given to you at the conclusion of the
interview. Participants may request a copy of the final study results.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
The Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
I will keep the recording from the interview confidential as far as permitted by law.
However, if I am required to do so by law, I may be required to disclose information collected by
you. There will be no identifiable information, such as address or driver’s license, position,
actual name obtained in connection with this study. With your permission, the interview will be
190
audio-recorded using an audio recorder. Your name will be replaced with a unique identifier on
all documents (field notes, recordings, transcripts). The master list linking your actual name to
your unique identifier/pseudonym will be maintained only on the external hard drive of the
investigator’s password-protected computer, which only the investigator has access to. The hard
drive is not backed up to any type of external cloud data storage service.
The principal investigator will interview you and transcribe the data. All audio recordings
of the conducted interview will be destroyed and deleted once the information has been
transcribed and read for accuracy. After the interview data is transcribed by the investigator, the
unique pseudonym ID assigned to each survey participant will continue to be used in lieu of
participant’s actual name and to avoid identifying information being on the final interview
transcripts. The transcribed data will be stored on a password-protected computer in the principal
investigator’s place of residence. Upon an initial coding taking place, the data will then be
provided to a carefully selected doctoral peer reviewer with a similar amount of training and
preparation for conducting qualitative research. The data collected will be coded, transcribed and
placed into themes for data analysis. The de-identified interview transcripts will be kept for 2
years, at which time they will be destroyed by the use of a professional shredding vendor.
All participation is voluntary. If you refuse to participate will involve no penalty or loss
of benefits to which you are otherwise entitled. You may withdraw your consent at any time
without pressure and discontinue participation at any time. You are not waiving any legal claims,
rights or remedies because of your participation in this research study.
ALTERNATIVES TO FULL PARTICIPATION
The alternative to participation in the study is not participating in the study or completing
only the responding to the questions which you feel comfortable answering.
191
INVESTIGATION CONTACT INFORMATION
I understand that the investigator is willing to answer any inquiries I may have
concerning the research herein described. I understand that I may contact Kellia Liu who is
principal investigator (949) 664-9021 and/or kellialiu1995@gmail.com if you have any concerns
or other questions regarding this research.
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.
Participant’s Signature ________________________________________
Date _____________________________
I have explained and defined in detail the research procedure in which the subject has
consented to participate. Having explained this and answered any questions, I am co signing this
form and accepting this person’s consent.
Principal Investigator ________________________________________
Date ____________________________
192

Abstract (if available)

Abstract In recent years, online language learning has become a more effective way for international students to receive an exceptional education from knowledgeable instructors across the globe without the need to study abroad. Online language learning has afforded many young students flexibility in time and geographical location. It has become an essential learning tool for young international learners in the 21st century. With the growing number of online language programs, instructors need to be equipped with the technical knowledge to teach on online platforms and the sophisticated ability to master online pedagogy. Online teachers confront unprecedented challenges of cutting-edge technical utilization, establishing solid relationships with online learners, and insufficient experience to provide a robust e-learning environment.
This qualitative study examined the potential obstacles that online language instructors encounter due to a lack of technical skill sets, motivation, and organizational support that may impede students online. Furthermore, the study explored online instructors’ ability to successfully implement technical tools in their pedagogical methods and online learning activities to increase student learning achievements. Interviews were conducted to understand instructors’ perceived knowledge, motivation, and organizational impacts that may influence their ability to develop advanced technical teaching performance. Interviewees were 12 online language instructors with more than 2 years of online teaching experience. They taught at least two courses within WAPrep Online, an online language learning program that provides English language classes for K–8th-grade students.
This study utilized Clark and Estes’s (2008) gap analysis framework to examine the knowledge, motivation, and organizational support needed for online language instructors to implement advanced technical teaching proficiency and improve student learning online classroom experiences. Recommendations for practice include providing technical and pedagogical training, creating communication collaboration, and enhancing teaching assistants’ abilities and requirements.

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Asset Metadata

Creator Liu, Qiuhui "Kellia" (author)

Core Title Supporting online English language teachers’ ability to implement advanced technical teaching proficiency: a gap analysis case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2023-05

Publication Date 03/27/2023

Defense Date 01/09/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag advanced,implement,OAI-PMH Harvest,proficiency,teaching,technical

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Krop, Cathy (committee chair), Maddox, Anthony B. (committee member), Robison, Mark Power (committee member)

Creator Email kellialiu1995@gmail.com,qiuhuili@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC112850142

Unique identifier UC112850142

Identifier etd-LiuQiuhuiK-11524.pdf (filename)

Legacy Identifier etd-LiuQiuhuiK-11524

Document Type Dissertation

Format theses (aat)

Rights Liu, Qiuhui "Kellia"

Internet Media Type application/pdf

Type texts

Source 20230329-usctheses-batch-1012 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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