A Four-Tier e-Tutor Training Model: A Novel Approach to Enhancing Teacher Agency in an EFL Context
- Authors
- 좌수민; Park, H. Keira; 이영희
- Issue Date
- Aug-2020
- Publisher
- 한국영어학학회
- Keywords
- e-tutor; e-learning; teacher agency; teacher presence; teacher autonomy
- Citation
- 영어학연구, v.26, no.2, pp 91 - 109
- Pages
- 19
- Journal Title
- 영어학연구
- Volume
- 26
- Number
- 2
- Start Page
- 91
- End Page
- 109
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/63319
- DOI
- 10.17960/ell.2020.26.2.005
- ISSN
- 1598-9453
- Abstract
- This article explores how online e-tutor training can be revamped to incorporate an aspect of teacher agency and autonomy. Several researchers have suggested pedagogically desirable e-tutor training models to date, but these models are only limited to a top-down perspective, and more importantly, not specific to language learning contexts. This article documents a successfully implemented e-tutor training model designed to enhance teacher agency and autonomy of those who work for EFL students. Concerned primarily with the e-tutors’ reflective voices framed with non-numerical data such as open-ended and conversational communication, we suggest a sequentially structured four-tier training model that engages e-tutors in decision-making processes. Our training model demonstrates that e-tutors negotiate their roles through reflecting moments and collaborate with one another to accommodate students’ language learning needs. The roles of trainers are then to mitigate tensions between e-tutor autonomy and the curricular structure they work within. Although much should be adjusted to local needs, this training model may be implemented as a reference for future e-tutors in an EFL context.
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Collections - College of Education > Department of English Education > 1. Journal Articles
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