A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning
The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for inve...
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| Format: | Article |
| Language: | English |
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The International Academic Forum
2022-08-01
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| Series: | IAFOR Journal of Education |
| Subjects: | |
| Online Access: | https://iafor.org/journal/iafor-journal-of-education/volume-10-Issue-2/article-4/ |
| _version_ | 1797994942485757952 |
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| author | Irum Alvi |
| author_facet | Irum Alvi |
| author_sort | Irum Alvi |
| collection | DOAJ |
| description | The use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of presence on learners’ L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of presence, descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that presence can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners’ experience, analyzing the influence of presence, and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition. |
| first_indexed | 2024-04-11T09:53:45Z |
| format | Article |
| id | doaj.art-1f12ee63847c4a4ab0b1de7cda192807 |
| institution | Directory Open Access Journal |
| issn | 2187-0594 |
| language | English |
| last_indexed | 2024-04-11T09:53:45Z |
| publishDate | 2022-08-01 |
| publisher | The International Academic Forum |
| record_format | Article |
| series | IAFOR Journal of Education |
| spelling | doaj.art-1f12ee63847c4a4ab0b1de7cda1928072022-12-22T04:30:42ZengThe International Academic ForumIAFOR Journal of Education2187-05942022-08-01102719010.22492/ije.10.2.04A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language LearningIrum Alvi0Rajasthan Technical University, Kota, IndiaThe use of technology for second language (L2) acquisition has become ubiquitous, but little thought has been given to the factors that impact the language learning experience. This study aims to use the Community of Inquiry (CoI) framework to propose and validate a more comprehensive model for investigating the influence of presence on learners’ L2 learning experience using Technology Enhanced Language Learning (TELL). Data were collected from a sample of language learners (n = 129) studying in the State of Rajasthan, India using an e-questionnaire. To scrutinize the effect of various forms of presence, descriptive and inferential analyses were conducted. The findings suggest strong, positive, and statistically significant associations exist between the original CoI elements (teaching presence, cognitive presence and social presence), the newly added elements (learning presence, emotional presence, and technological presence), and learning experience. These results confirm the idea that presence can hinder and/or enhance L2 learning experiences. No association was found between technical barriers and learning experience. The findings have theoretical and practical implications. The results suggest the value of expanding the CoI framework, scrutinizing the learners’ experience, analyzing the influence of presence, and enriching the application of the technology for language learning. Such results may ensure TELL courses are designed as vigorous learning environs which facilitate language acquisition.https://iafor.org/journal/iafor-journal-of-education/volume-10-Issue-2/article-4/community of inquirylearning experienceteachingcognitive and social presencelearningemotional and technological presence |
| spellingShingle | Irum Alvi A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning IAFOR Journal of Education community of inquiry learning experience teaching cognitive and social presence learning emotional and technological presence |
| title | A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning |
| title_full | A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning |
| title_fullStr | A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning |
| title_full_unstemmed | A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning |
| title_short | A Comprehensive Community of Inquiry Framework for Exploring Technology Enhanced Language Learning |
| title_sort | comprehensive community of inquiry framework for exploring technology enhanced language learning |
| topic | community of inquiry learning experience teaching cognitive and social presence learning emotional and technological presence |
| url | https://iafor.org/journal/iafor-journal-of-education/volume-10-Issue-2/article-4/ |
| work_keys_str_mv | AT irumalvi acomprehensivecommunityofinquiryframeworkforexploringtechnologyenhancedlanguagelearning AT irumalvi comprehensivecommunityofinquiryframeworkforexploringtechnologyenhancedlanguagelearning |