Volume 4, Issue 2 December 2022, pp. 41–61 
Regular Articles
The influence of a group of Chinese EFL teachers’ beliefs on lesson planning with video-based synchronous computer-mediated communication: A qualitative multiple case study
Chuan Liu 
1, & Francis Bangou2
1 University of Western Ontario, CANADA 
2 University of Ottawa, CANADA
DOI: https://doi.org/10.29140/tltl.v4n2.780
Abstract
In recent years, Video-based Synchronous Computer-Mediated Communication (VSCMC) has been applied in EFL education for young Chinese learners. VSCMC teaching, as distinctive from face-to-face teaching, brings numerous planning challenges for teachers using technology. Research has shown that teacher beliefs significantly affect lesson planning for technology integration. However, teacher beliefs towards VSCMC specifically have been insufficiently studied in the field of EFL education for young learners. The purpose of this qualitative multiple case study was to explore how teacher beliefs influence lesson planning regarding VSCMC teaching. Semi structured interviews were conducted with six Chinese teachers of young EFL learners. The results indicated that participants had transitional pedagogical beliefs, strong self-efficacy beliefs, and a complex set of value beliefs towards VSCMC teaching. Accordingly, these beliefs motivated them to teach in VSCMC settings in particular ways and influenced their lesson planning processes in terms of determining learning objectives, designing course content, and choosing teaching methods.
Copyright
© Chuan Liu, Francis Bangou
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Liu, C., & Bangou, F. (2022). The influence of a group of Chinese EFL teachers’ beliefs on lesson planning with video-based synchronous computer-mediated communication: A qualitative multiple case study. Technology in Language Teaching and Learning, 4(2), 41–61. https://doi.org/10.29140/tltl.v4n2.780
Related Articles:
Beginning again
Glenn Stockwell
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), 1–2. 
Insights from replication on the factors affecting task engagement in mobile-based learning activities
Glenn Stockwell
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 33–51.
Syntactical and lexical development in NNS-NNS Asynchronous CMC
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2005, Volume 1(3), 33–49.
Investigating an intelligent system for vocabulary learning through reading
Glenn Stockwell
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 259–274.
Review of Developing writing skills for IELTS: A research-based approach
Hassan Mohebbi
Australian Journal of Applied Linguistics Published: 28 April, 2021, Volume 4(1), 34–36.
Making global knowledge accessible to EFL speakers of an undergraduate leadership program through a flipped and ubiquitous learning environment
Nobue Tanaka-Ellis, Sachiyo Sekiguchi
Technology in Language Teaching and Learning Published: 28 June, 2019, Volume 1(1), 3–20.
Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80.
Exploring EFL teachers’ professional identity development in a CALL teacher preparation program
Hussein Meihami, Rajab Esfandiari
The JALT CALL Journal Published: 25 August, 2021, Volume 17(2), 135–157.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Díaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Díaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.