Creating and sustaining virtual language communities
Bibliographic Data
| ID | 8939372 |
|---|---|
| Authors | Lara Lomicka (Department of Languages, Literatures and Cultures The University of South Carolina Columbia South Carolina, corresponding author) |
| Year | 2020 |
| Volume | 53 |
| Issue | 2 |
| Pages | 306-313 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12456 |
| OpenAlex | W3033395468 |
| Language | EN |
| Citations received | 15 |
| References cited | 18 |
During Covid‐19, educators have been forced to quickly and creatively rethink teaching practices and the education of future generations. Community is a key consideration in reconceptualizing how the traditional classroom might function successfully in an online space. How does the virtual community of language learners interact with each other and with the instructor? What practices might enable the online community to bond, develop a sense of trust, feel comfortable sharing information, and set goals together? The development of a social presence in communities of language learners is crucial to maintaining a sense of connectedness in the virtual classroom. This article discusses why it is critical to establish a virtual language community and provides practical implications for creating virtual presence and engaging students in these virtual communities
Function (biology · Mathematics education · Online community · Pedagogy · Sense of community · Set (abstract data type · Social connectedness · Sociology · Space (punctuation) · The Internet · Virtual community · World Wide Web · Computer Science · Innovations in Education and Learning Technologies · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Social Psychology
Learners’ perceived AI presences in AI-supported language learning
Digital Literacy and Language Teaching
Transforming Foreign Language Education
What matters in AI-supported learning
Does L2 Speaking Anxiety Differ in Classroom and Synchronous Online Learning Environments? Evidence From EFL College Students
Chinese university EFL learners’ foreign language classroom anxiety and enjoyment in an online learning environment during the Covid-19 pandemic
Preparing Technologically Competent EFL Teachers
Navigating interactions and challenges in online learning
Japanese Language Learning and Teaching During Covid-19
Collaborative emotion regulation and professional development of student language teachers in online teaching
Transitioning to emergency online teaching
Addressing the challenges of interaction in online language courses
Teaching and learning languages online
Strengthening Writing Voices and Identities
Recommendations of ELT Students for Four Language Skills Development
Researching the community of inquiry framework
Critical Inquiry in a Text-Based Environment
Building Sense of Community at a Distance
Engaging online learners
The effect of Twitter on college student engagement and grades
Lingua Franca English, Multilingual Communities, and Language Acquisition
Bowling alone
A tale of tweets
Metaphors for social media‐enhanced foreign language teaching and learning
| Unique citing works | 15 |
|---|---|
| Citations per year | 3 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |