Empowering Non-Native English Teaching Professionals Through Moodle Discussions Jui-min Tsai Assistant Professor Tamkang University, Taiwan GloCALL Conference.

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Empowering Non-Native English Teaching Professionals Through Moodle Discussions Jui-min Tsai Assistant Professor Tamkang University, Taiwan GloCALL Conference 2010 Dec. 1-3

Introduction Native and Nonnative English teaching professionals in TESOL The role of NNESTs The importance of teacher education for NNESTs The role of computer-mediated communication in teacher education and TESOL

Purpose of the Study This study investigates non-native MA TESOL students' participation in whole-class, face-to- face discussions and in Moodle discussions in a seminar titled Native and Non-Native English Teaching Professionals. It also explores how NNESTs respond to the issues that are discussed in the classroom as well as through online discussions.

Research Site and Participants Eight Taiwanese MA students enrolled in a seminar titled Native and Nonnative English teaching professionals in TESOL. The students participated in 13-week, in-class, face-to-face discussions on course readings arranged around seven key issues. The students were required to post responses and reflection on the course Moodle discussion board every week and were asked to read and respond to their peers’ postings.

Topics of Reading Articles Linguistic imperialism The dichotomy between NESTs and NNESTs in TESOL Research on NNESTs Teaching practice of NESTs & NNESTs Students’ perceptions on NESTs/NNESTs Teacher education for NNESTs Collaboration between NESTs & NNESTs

Data Collection The instructor’s teaching diary Audiotapes of in-class discussions Online discussion postings retrieved from the course Moodle (By the end of the course, there were a total of 645 postings, composed of 31 reflection journals, 162 questions, and 452 feedback and responses.) A two-hour focus group interview with the participant students

Research Findings Dynamic of discussions Learning community Development of teacher knowledge Empowerment of NNESTs

Dynamic of Discussions Face-to-face discussionsMoodle discussions Discussions were led by the teacher. Responses were mostly based on the teacher’s questions. Responses to the peers’ comments were short, polite, and modest. The students initiated questions and issues. Topics and issues raised by the students were more diverse. Responses to the peers’ comments were more critical, experience-based, personal, and emotional.

Learning Community Face-to-face discussionsMoodle discussions There was a lot of agreement and encouragement in the conversations. The use of “we” appeared frequently in the postings. The students shared both frustrating and successful experiences. On-line resources were uploaded and shared. Readership and authorship were developed.

Development of Teacher Knowledge Face-to-face discussionsMoodle discussions Teacher knowledge shared was more text-based and related to the readings. Teacher knowledge shared online was more personal, critical, elaborated, sophisticated, and reflective.

Empowerment of NNESTs Face-to-face discussionsMoodle discussions NNESTs’ teacher identity was developed. The students became more knowledgeable about their strengths and weaknesses and the roles they play in TESOL. NNESTs’ teacher identity was developed. The students became more knowledgeable about their strengths and weaknesses and the roles they play in TESOL.

Conclusion Online discussion created a space enabling the students to take a step further beyond simply reading and discussing course readings with limited reflection. Through contributing and gaining insights on NNEST issues from their peers, the students developed stronger identity and knowledge which will become a critical part of their teaching assets as professional English teachers.