iReasearch学术科研网

摘要：A mixed method design was used to investigate the effects of online second language (L2) methodology instruction on the sense of efficacy of teacher-candidates enrolled in initial licensure programs for L2 teachers. More specifically, the researcher examined the extent to which L2 teacher-candidates completing online L2 methodology instruction perceived themselves to be less confident in their ability to teach L2 learners upon completion of their coursework than did their counterparts who completed the same instruction in a F2F setting. Results of the study emphasized the confidence-related benefits of F2F L2 methodology instruction. Completers of the F2F courses experienced a significantly greater increase in confidence to teach L2 learners than did their online peers in regard to all but three of the 16 survey items measuring teacher efficacy. Data suggested that observing demonstrations of teaching strategies and witnessing classroom dynamics allowed the teacher-candidates in the F2F classes to see how the factual knowledge they learned transferred to actual classroom practice. This study speaks about the benefits of hybridized models of methodology instruction and provides a framework for fully online methodology courses that simulate best F2F teaching practices. Adapted from the source document