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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
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
FullText Links:
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  Data: Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers
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  Data: <searchLink fieldCode="AR" term="%22Dongni+Guo%22">Dongni Guo</searchLink><br /><searchLink fieldCode="AR" term="%22Yingru+Zhao%22">Yingru Zhao</searchLink><br /><searchLink fieldCode="AR" term="%22Qi+Sun%22">Qi Sun</searchLink><br /><searchLink fieldCode="AR" term="%22Roberto+L%2E+M%2E+Ramos%22">Roberto L. M. Ramos</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2025 29(2):140-167.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 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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  Data: EJ1474275
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 140
    Subjects:
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Teachers
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      – SubjectFull: Educational Strategies
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      – SubjectFull: Instructional Design
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      – SubjectFull: Learning Activities
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      – SubjectFull: Video Technology
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: Grounded Theory
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Lesson Plans
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      – SubjectFull: China
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      – TitleFull: Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers
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              Y: 2025
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