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The effects of using the Microsoft Teams application interface during an online EFL course

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Bibliographic Details
Title: The effects of using the Microsoft Teams application interface during an online EFL course
Authors: Fišer, Zrinka
Source: In esse: English studies in Albania. 14(1):18-33
Publisher Information: 2024.
Publication Year: 2024
Subject Terms: e‐learning, COVID‐19, EFL, new paradigm, Microsoft Teams
Description: The COVID-19 pandemic rendered online, distant, or e-learning almost mandatory, which oriented tertiary-level lecturers and authors towards the use of a variety of applications necessary to conduct and participate in the courses delivered in an online learning and teaching setting. In an aspiration to comprehend the effects of using the Microsoft Teams meetings as a teaching aid when assigning English as a Foreign Language (EFL) course exercises at the University of Slavonski Brod in Croatia, considering learner-instructor (lecturer)-interface interaction more profoundly, the author has conducted pilot research, aiming to define a premise on which to base further investigation. Research suggests that an informal EFL learning setting was established thanks to the Microsoft Teams application’s chat options, that students’ reluctance to use the webcams was deliberate, and that the students’ observation of the lecturer has indeed advanced the overall learning conditions.
Document Type: Article
ISSN: 2078-7413
Accession Number: edsair.dris...01492..a8cb2bb0238feb444d7d77db51bc764c
Database: OpenAIRE
Description
Abstract:The COVID-19 pandemic rendered online, distant, or e-learning almost mandatory, which oriented tertiary-level lecturers and authors towards the use of a variety of applications necessary to conduct and participate in the courses delivered in an online learning and teaching setting. In an aspiration to comprehend the effects of using the Microsoft Teams meetings as a teaching aid when assigning English as a Foreign Language (EFL) course exercises at the University of Slavonski Brod in Croatia, considering learner-instructor (lecturer)-interface interaction more profoundly, the author has conducted pilot research, aiming to define a premise on which to base further investigation. Research suggests that an informal EFL learning setting was established thanks to the Microsoft Teams application’s chat options, that students’ reluctance to use the webcams was deliberate, and that the students’ observation of the lecturer has indeed advanced the overall learning conditions.
ISSN:20787413