Cross-Cultural Communication
Development of an Instrument to Explore Teacher Roles Based on Perceptions of English Learners in Online Learning Context
Abstract
In order to examine teacher roles in ELT contexts more specifically, this study aims to develop an instrument (A Scale of Teacher Role Inventory, in short STRI) that measures teacher roles based on the perceptions of English learners in online learning context. The instrument was constructed under the conceptual framework of role theory by Coppola (2002) and on the basis of the scenario of open-ended question responded by 296 university students as well as an interview of 15 university students in previous investigations. A tentative questionnaire of 46 items was designed and later administered to 251 university students for the pilot study. In order to validate the instrument, both item analysis and exploratory factor analysis were conducted to delete 19 less valid items and develop the final version of a scale with 27 items. Statistical results showed that KMO was .938 (p = .000 < .005) and 27 items fell into three main factors: cognitive role, affective role and managerial role. The Cronbach’s Alpha value of the final 27-item scale is .924, which indicates that it is a fairly reliable measurement. To further validate this final version of 27-item instrument, the questionnaire was administered to 153 university students. The results showed that the scale is reliable and valid with Cronbach’s Alpha value of .955. The research findings suggested that this instrument of STRI could be used to scrutinize the specific tasks of teachers and reveal possible role changes not only in online learning modes but also across different instructional contexts.
Keywords
Full Text:
PDFReferences
Akbari, R., & Tavassoli, K. (2014). Developing an ELT context-specific teacher efficacy instrument. RELC, 45(1), 27-50.
Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environment: A theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 31(3), 321-336.
Aydin, C. (2005). Turkish mentors’ perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education, 6(3).
Baran, E., Correia, A, P., & Thompson, A., (2011), Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.
Bawane, J., & Spector, J. (2009). Prioritization of online instructor roles: implications for competency-based teacher education programs. Distance Education, 30(3), 383 -397.
Bichelmeyer, A. B., Reinhart, J., & Monson, J. (1998, November). Teachers’ perceptions of the role of teachers in the information age classroom. Paper presented at the annual convention of the Association of Educational Communication and Technology, St. Louis.
Blake, J. R. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19-35.
Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218-232.
Compton, L. K. L. (2009). Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99.
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical Roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
Davies, D., Jindal-Snape, D., Digby, R., Howe, A., & Collier, C. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34-74.
Donelly, R. (2013). The role of PBL tutor within blended academic development. Innovations in Education and Teaching International, 50(2), 133-143.
Domyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing. New York: Routledge.
Feryok, A. (2013). Teaching for learner autonomy: The teacher’s role and sociocultural theory. Innovation in Language Learning and Teaching, 7(3), 213-225.
Gray, K., Chang, S., & Kennedy, G. (2010). Use of social wLLA technologies by international and domestic undergraduate students: Implications for internationalizing learning and teaching in Australian universities. Technology, Pedagogy and Education, 19(1), 31-46.
Goodyear, P., Salmon, G., Spector, J., Steeples, C., & Tickner, S. (2001). Competencies for online teaching: A special report. Educational Technology Research and Development, 49(1), 65-72. doi: 10.1007/BF02504508.
Gorsuch, R. L. (1983). Factor analysis. Hillsdale, NJ: Lawrence Erlbaum.
Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.
Hu, Z., & McGrath, I. (2011). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20(1), 41-59.
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping pre-service teachers’ professional identity. Teaching and Teacher Education, 52, 1-10.
Koc, E. M. (2011). Development of mentor teacher role inventory. European Journal of Teacher Education, 34(2), 193-208.
Lai, C., Yeung, Y., & Hu, J. (2015). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning. doi: 10.1080/09588221.2015.1016441
Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning, 15(3), 295-315.
Lee, D. Y. (2011). Korean and foreign students’ perceptions of the teacher’s role in a multicultural online learning environment in Korea. Education Tech Research Dev., 59, 913-935.
Li, G., & Ni, X. (2011). Primary EFL teachers’ technology use in China: Patterns and Perceptions. RELC, 41(1), 69-85.
Li, L., & Walsh, S. (2010). Technology uptake in Chinese EFL classes. Language Teaching Research, 15(1), 99-125.
Moore, M., & Kearsley, G. (1996). Distance education: A system view. Belmont: Wadsworth Publishing Company.
Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. J. Sci. Teacher Educ., 21, 937-951.
Tran, L. T., & Nguyen, N. T. (2015). Re-imagining teachers’ identity and professionalism under the condition of international education. Teachers and Teaching, 21(8), 958-973.
Scott, K. M. (2013). Does a university teacher need to change e-learning beliefs and practices when using a social networking site? A longitudinal case study. British Journal of Educational Technology, 44(4), 571-580.
Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Education Research Journal, 44(3), 519-558.
Wang, Y. M. (2002). When technology meets beliefs: Preservice teachers’ perception of the teacher’s role in the classroom with computers. Journal of Research on Technology in Education, 35(1), 150-161.
Wu, M. L. (2012). Statistical analysis of questionnaire: SPSS Operation and application. Chongqing: Chongqing University Press.
DOI: http://dx.doi.org/10.3968/9711
Refbacks
- There are currently no refbacks.
Copyright (c) 2017 Qiang Huang
This work is licensed under a Creative Commons Attribution 4.0 International License.
Share us to: 
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
- Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
2. Submission
Online Submission: http://cscanada.org/index.php/ccc/submission/wizard
- Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
- We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; office@cscanada.net; ccc@cscanada.net; ccc@cscanada.org
Articles published in Cross-Cultural Communication are licensed under Creative Commons Attribution 4.0 (CC-BY).
CROSS-CULTURAL COMMUNICATION Editorial Office
Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:caooc@hotmail.com; office@cscanada.net
Copyright © Canadian Academy of Oriental and Occidental Culture 
