<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”) framed their perceptions of Canvas, a learning management system (LMS), in their studies of English as a Foreign Language (EFL). In the present study, the participants and their respective controls (i.e., non-teacher EFL students) were requested to write a short reflective essay associated with the use of the LMS in their EFL course. All participants and the control group used Canvas as their LMS. The corpus of the participants’ and controls’ reflective essays was analysed qualitatively by means of framing analysis. The results of the qualitative framing analysis revealed that whilst there were similarities in the participants’ and controls’ framing, the corpus of the participants’ essays involved instances of framing that were specific to the participants’ perceptions of Canvas. These findings and their linguo-didactic implications were further presented in the article.</p></abstract>

This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”) framed their perceptions of Canvas, a learning management system (LMS), in their studies of English as a Foreign Language (EFL). In the present study, the participants and their respective controls (i.e., non-teacher EFL students) were requested to write a short reflective essay associated with the use of the LMS in their EFL course. All participants and the control group used Canvas as their LMS. The corpus of the participants’ and controls’ reflective essays was analysed qualitatively by means of framing analysis. The results of the qualitative framing analysis revealed that whilst there were similarities in the participants’ and controls’ framing, the corpus of the participants’ essays involved instances of framing that were specific to the participants’ perceptions of Canvas. These findings and their linguo-didactic implications were further presented in the article.

English goes digital: Framing pre-service teachers’ perceptions of a learning management system in their EFL studies

Western Norway University of Applied Sciences

ExELL

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

This article introduces and discusses an empirical investigation that aimed to establish how pre-service teachers of English (hereinafter “participants”)...

English goes digital: Framing pre-service teachers’ perceptions of a learning management system in their EFL studies

Online veröffentlicht: 31. Dez. 2020

Seitenbereich: 47 - 67

Eingereicht: 19. Juni 2020

Akzeptiert: 21. Sept. 2020

DOI: https://doi.org/10.2478/exell-2020-0013

Schlüsselwörter
learning management platform, framing analysis, English as a Foreign Language (EFL)

© 2020 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

English goes digital: Framing pre-service teachers’ perceptions of a learning management system in their EFL studies

Online veröffentlicht: 31. Dez. 2020

Seitenbereich: 47 - 67

Eingereicht: 19. Juni 2020

Akzeptiert: 21. Sept. 2020

DOI: https://doi.org/10.2478/exell-2020-0013

Schlüsselwörterlearning management platform, framing analysis, English as a Foreign Language (EFL)

© 2020 Oleksandr Kapranov, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
learning management platform, framing analysis, English as a Foreign Language (EFL)