Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
in their classes? 2) Which factors do remote teachers believe contribute to success in their classes? In an increasingly technological world, remote classes are becoming more common. With this change in the modality of class also comes a change in teacher characteristics, teaching strategies, and more. Topics explored in the literature review include these changes to teaching due to the remote modality, the successes and challenges of remote teaching and learning, as well as descriptions of remote models in the elementary school language learning context. The study looks more closely at a particular remote English program located in a small, South American country that uses videoconference technology to provide English classes to students across the country in order to reach areas that would not otherwise have qualified teachers. A mixed-methods design was used to analyze the perspectives of remote teachers in the program regarding success in their classes with the goal of replicating these successful circumstances on a larger scale. A survey and follow-up interviews were conducted with remote English teachers. Data revealed how remote language teachers define success, such as by the level of engagement, interest, and target language production of the students. It was also revealed which factors remote teachers consider to be the most important to achieving success in their classes, with the most important factor being the involvement of the physically present classroom teacher. The results show that such a model can be successful given the right setting. Limitations and implications are given.
Interview, Survey (attitude scale, opinion, questionnaire)
ESL/ ELLs, Teachers/ Teaching, Technology, Remote Instruction
Stein, Emily, "Factors That Contribute To Success In the Remote English Classroom" (2020). School of Education Student Capstone Theses and Dissertations. 4508.
School of Education Student Capstone Theses and Dissertations