Design of Interactive Spaces for Promoting Parental Involvement: Strategies Used by EFL Teachers

Dongni Guo; Roberto Ramos; Yingru Zhao; Qi Sun

doi:10.24059/olj.v29i2.4683

Authors

Dongni Guo University at Albany, SUNY
Roberto Ramos University at Albany, SUNY and Federal Institute of Education, Science and Technology of Brasília (IFB)— Riacho Fundo Campus, Brazil
Yingru Zhao University at Albany, SUNY
Qi Sun University at Albany, SUNY

DOI:

https://doi.org/10.24059/olj.v29i2.4683

Keywords:

Parental Involvement , online language teaching, digital screen mediation model, English teacher development, lesson design, English as a Foreign Language, social interactions

Abstract

This study investigated the strategies used by five Chinese EFL teachers in designing practices in utilization of digital tools and visuals for promoting parent-involved interactions in online language learning environments. Qualitative analysis of teacher interview transcripts, recorded videos, student artwork, and teacher–parent–student discourses on digital learning platforms and social media revealed six themes emerged regarding digital-screen-mediated design. The themes indicate that these designs such as using recorded videos to extend instructions and using assignment instructions to create collaborative meaning making environments, facilitates authentic communication and interactions among teachers, students, and parents. The mediation process extended beyond merely illustrating, sharing, or anchoring targeted visual content with parents and students; it also involved co-creation and co-construction of visuals on the screen. The emerging co-constructed learning structures aligned with five types of parent-involved interactive configurations. The findings of this study will assist EFL teachers to develop more effective instructional strategies in online or blended learning environments, particularly for young EFL learners.

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