Schedule: Virtual Strand (Conference Hall 3) Day and time to be announced

Title: Comparing the challenges and opportunities of in-person, hybrid, and online teaching: Reflective research in composition courses
Authors: Estela Ene
Abstract: In this reflective practice paper, the presenter draws on her teaching journal, which covers 2 years of college-level instruction in composition courses that mainstream non-native English speakers, as well as on surveys from 2 other instructors, 1 program administrator and 40 students to compare in-person, hybrid, and online teaching. The goal of the paper is to explore the perceived merits of each teaching modality from both teachers’ and students’ perspective and suggest appropriate pedagogical solutions for a variety of teaching contexts. The value of the paper resides primarily in the fact that it presents findings from a context that has not been sufficiently explored in either composition or CALL research, especially as related to community college and developmental (aka remedial or basic) English composition populations. The data were collected in developmental composition courses at a community college and a university in the U.S. The courses include non-native speakers of English (both ESL and generation 1.5 English language learners).

The primary finding and recommendation of this study is that, in the case of developmental composition with mainstreamed English language learners, the hybrid format (50% teaching in person in a regular classroom and 50% teaching online) may be the most pedagogically appropriate solution. Both the teachers and the students felt that the writing course, due to its writing and reading intensive nature, is compatible with current practices in computer-assisted composition courses. However, both the native and non-native English speakers and the instructors thought that some language learning and composition processes were more effective and efficient in person. For example, clarification of feedback was generally perceived as a more positive experience when done in person, because both the teachers and the students profited from the opportunity to establish face-to-face rapport and avoid coming across as too harsh when providing negative feedback. Class management aspects (such as recording participation, timely submissions, and communication etiquette) were unanimously perceived as more easily controllable for the benefit of the instructors, the students and the program administrator. However, the ability to present material in a more efficient and permanent manner online was also acknowledged as positive by the teachers and the administrator, and to a lesser extent by the learners. Computer literacy was not an impeding factor for anyone involved in the study.

This research refines our current perception of CALL applications in college-level writing courses and introduces findings from developmental composition with mainstreamed English language learners. It provides solid examples of a balanced approach to CALL and teaching (Davies, 2007; Levy & Stockwell, 2006), that is neither euphorically praising the benefits of CALL nor narrow-mindedly rejecting its beneficial applications in the given context.

Davies G. (2007 - revised) "Computer Assisted Language Learning: Where are we now and where are we going?" http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm
Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer-Assisted Language Learning. Mahwah NJ: Lawrence Erlbaum.
Keywords: English language learning, writing, English for Academic Purposes, hybrid, online

Main topic: Pedagogical change in technology integration

Biodata: Estela Ene is Director of EAP and Assistant Professor at IUPUI, where she teaches EAP. She has taught and conducted research on CALL at several higher education institutions, and she is currently interested in CALL applications in writing.
Type of presentation Online presentation (Virtual Strand)

Paper category Reflective Practice

Target educational sector Higher education

Language of delivery English

Schedule:	Virtual Strand (Conference Hall 3) Day and time to be announced
Title:	Comparing the challenges and opportunities of in-person, hybrid, and online teaching: Reflective research in composition courses
Authors:	Estela Ene
Abstract:	In this reflective practice paper, the presenter draws on her teaching journal, which covers 2 years of college-level instruction in composition courses that mainstream non-native English speakers, as well as on surveys from 2 other instructors, 1 program administrator and 40 students to compare in-person, hybrid, and online teaching. The goal of the paper is to explore the perceived merits of each teaching modality from both teachers’ and students’ perspective and suggest appropriate pedagogical solutions for a variety of teaching contexts. The value of the paper resides primarily in the fact that it presents findings from a context that has not been sufficiently explored in either composition or CALL research, especially as related to community college and developmental (aka remedial or basic) English composition populations. The data were collected in developmental composition courses at a community college and a university in the U.S. The courses include non-native speakers of English (both ESL and generation 1.5 English language learners). The primary finding and recommendation of this study is that, in the case of developmental composition with mainstreamed English language learners, the hybrid format (50% teaching in person in a regular classroom and 50% teaching online) may be the most pedagogically appropriate solution. Both the teachers and the students felt that the writing course, due to its writing and reading intensive nature, is compatible with current practices in computer-assisted composition courses. However, both the native and non-native English speakers and the instructors thought that some language learning and composition processes were more effective and efficient in person. For example, clarification of feedback was generally perceived as a more positive experience when done in person, because both the teachers and the students profited from the opportunity to establish face-to-face rapport and avoid coming across as too harsh when providing negative feedback. Class management aspects (such as recording participation, timely submissions, and communication etiquette) were unanimously perceived as more easily controllable for the benefit of the instructors, the students and the program administrator. However, the ability to present material in a more efficient and permanent manner online was also acknowledged as positive by the teachers and the administrator, and to a lesser extent by the learners. Computer literacy was not an impeding factor for anyone involved in the study. This research refines our current perception of CALL applications in college-level writing courses and introduces findings from developmental composition with mainstreamed English language learners. It provides solid examples of a balanced approach to CALL and teaching (Davies, 2007; Levy & Stockwell, 2006), that is neither euphorically praising the benefits of CALL nor narrow-mindedly rejecting its beneficial applications in the given context. Davies G. (2007 - revised) "Computer Assisted Language Learning: Where are we now and where are we going?" http://www.camsoftpartners.co.uk/docs/UCALL_Keynote.htm Levy, M. & Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer-Assisted Language Learning. Mahwah NJ: Lawrence Erlbaum.
Keywords:	English language learning, writing, English for Academic Purposes, hybrid, online
Main topic:	Pedagogical change in technology integration
Biodata:	Estela Ene is Director of EAP and Assistant Professor at IUPUI, where she teaches EAP. She has taught and conducted research on CALL at several higher education institutions, and she is currently interested in CALL applications in writing.
Type of presentation	Online presentation (Virtual Strand)
Paper category	Reflective Practice
Target educational sector	Higher education
Language of delivery	English