Posters

Online Teaching During COVID-19: Exploring the Relationship of CALL Training and Beliefs about Pronunciation Teaching

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Abstract

Although studies have explored teaching practices as teachers were thrust online during COVID-19, more work is needed to understand how training and experience affected teachers’ beliefs. This study explored teacher beliefs about teaching various language skills, including pronunciation, as they transitioned online. Participants (n=109) representing a range of backgrounds completed an online survey. The study identified a surprising finding using a three-way ANOVA to explore the impact of CALL training, experience teaching online prior to COVID-19, and experience teaching online during COVID-19 on a ranking task of comparative difficulty of teaching different skills online. Most skills (reading, writing, listening, speaking, grammar) were perceived to be easier to teach by those with CALL training as they gained experience teaching online. Pronunciation was distinct in that teachers with CALL training perceived pronunciation to be more difficult as they began teaching online, suggesting areas for improvement in both CALL and pronunciation training.

Keywords: online teaching, COVID-19, teacher beliefs, pronunciation

How to Cite:

McCrocklin, S., Messemer, E., Johnston, M., Humaidan, A., Stuckel, R., Mainake, E., Aboshi, T., Johnston, I., Fettig, C., & Lunina, T. (2023). Online teaching during COVID-19: Exploring the relationship of CALL training and beliefs about pronunciation teaching. In R. I. Thomson, T. M. Derwing, J. M. Levis, & K. Hiebert (Eds.), Proceedings of the 13th Pronunciation in Second Language Learning and Teaching Conference, ­­­­­­­­held June 2022 at Brock University, St. Catharines, ON.doi: https://doi.org/10.31274/psllt.15688