Volume 4, Issue 2 December 2022, pp. 41–61 Download PDF

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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 https://orcid.org/0000-0001-8541-99081, & Francis Bangou2

1 University of Western Ontario, CANADA chuanliu616@gmail.com
2 University of Ottawa, CANADA fbangou@uOttawa.ca

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

CC  4.0
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


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