Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers
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| Title: | Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers |
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| Language: | English |
| Authors: | Dongni Guo, Yingru Zhao, Qi Sun, Roberto L. M. Ramos |
| Source: | Online Learning. 2025 29(2):140-167. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Parent Participation, Online Courses, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Educational Strategies, Instructional Design, Learning Activities, Video Technology, Teaching Methods, Learning Management Systems, Social Media, Parent Teacher Cooperation, Foreign Countries, Grounded Theory, Teacher Attitudes, Elementary Secondary Education, Lesson Plans |
| Geographic Terms: | China |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | Using a qualitative multiple-case study design, this study explored the strategies employed by five Chinese teachers of English as a Foreign Language (EFL) to design activities that incorporate digital tools and visuals, aiming to enhance parent-involved interactions in online language learning settings. Grounded theory analysis of teachers' iterative and semi-structured interviews, recorded videos, student artworks, and teacher-parent-student discourses on digital learning platforms and social media, revealed six emergent themes regarding digital-screenmediated designs and interactive activities. These themes point to pedagogical strategies of using digital visuals, such as recorded videos, learning management systems, and social media. These digital visuals mediated authentic parent-involved communications and interactions in both interpersonal and community-based phases. The findings also demonstrate that the screen mediation process extended beyond merely illustrating, sharing, or anchoring targeted visual content with parents and students; it also involved co-creation of visuals on the screens. The findings of this study contribute to a deeper and more innovative view of digital-screen-mediated teaching approach for fostering multiple parent-involved interactions in online EFL learning settings. They can also assist EFL teachers to develop more effective instructional strategies in these learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474275 |
| Database: | ERIC |
| Abstract: | Using a qualitative multiple-case study design, this study explored the strategies employed by five Chinese teachers of English as a Foreign Language (EFL) to design activities that incorporate digital tools and visuals, aiming to enhance parent-involved interactions in online language learning settings. Grounded theory analysis of teachers' iterative and semi-structured interviews, recorded videos, student artworks, and teacher-parent-student discourses on digital learning platforms and social media, revealed six emergent themes regarding digital-screenmediated designs and interactive activities. These themes point to pedagogical strategies of using digital visuals, such as recorded videos, learning management systems, and social media. These digital visuals mediated authentic parent-involved communications and interactions in both interpersonal and community-based phases. The findings also demonstrate that the screen mediation process extended beyond merely illustrating, sharing, or anchoring targeted visual content with parents and students; it also involved co-creation of visuals on the screens. The findings of this study contribute to a deeper and more innovative view of digital-screen-mediated teaching approach for fostering multiple parent-involved interactions in online EFL learning settings. They can also assist EFL teachers to develop more effective instructional strategies in these learning environments. |
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| ISSN: | 2472-5749 2472-5730 |
