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Source publication
This research study employed a systematic
quantitative literature review of studies using design-based research in the field of technology-enhanced second
or foreign language learning, published in SSCI-cited journals between 2013 and 2018. The purpose of the study is to
gain insights in the light of these previous studies and to produce a comprehe...
Citations
... As Ensor et al. (2017) point out, 'teacher identity results from a complex interplay of institutional, professional, and informal discourses which may be both obstacles and bridges to pedagogical transformation' (p. 1). In language teacher education which is design-driven, PSTs may be given space to adopt the perspective of a teacher (Ensor et al., 2017;Özverir et al., 2021;Tumelius & Kuure, 2021). PSTs may experience chaos and uncertainty in designing and orchestrating language learning with real participants but transform it to normalised practice by working with others and making sense multimodally (Koivistoinen et al., 2016). ...
This study is situated in the context of a design-driven master’s-level course at a Finnish university where pre-service teachers (PSTs) planned and carried out an online English learning project for 11- to 12-year-old pupils in two schools. During the working process, the PSTs needed to rethink their perceptions of technology-mediated language education and look for new ways to organise pedagogical activities for the children. The study explores how the PSTs’ professional vision and agency emerged in a hybrid space when orchestrating pupils’ participation online. Diverse materials from orchestration sessions were examined through nexus analysis. The findings highlight the PSTs’ professional vision and agency arising from interactions with the following activities while orchestrating language learning: 1) coordinating action and establishing continuity in design; 2) monitoring action and attending to emerging needs; and 3) attending to pupils’ engagement with the designed activities and revising the design during action if necessary. The setting allowed collaborative problem solving and sense making which advanced a balanced interaction order. This made space for new experiences and discourses contributing to the development of the PSTs’ professional vision as language teachers. The study has implications for language teacher education and language teaching in hybrid spaces.
