A Narrative Inquiry of Live Video Streaming: Voices of EFL Teachers to Reflect on Their Online Learning
DOI:
https://doi.org/10.18196/ftl.v8i2.18237Keywords:
Cognitive Presence, Live Video Streaming, Online Learning, Social Presence, Teaching PresenceAbstract
Despite being widely investigated by previous studies in online learning, live video streaming (LVS) as a strategy for teaching English as a foreign language receives scanty attention. The present narrative inquiry aims to showcase an empirical insight into how live video streaming on Facebook is organized in online learning to fill this void. Two EFL teachers of a senior secondary school in Central Java, Indonesia, volunteered to participate in this study. Data were garnered through interviews and classroom observation. The data were analyzed using thematic analysis. The study’s findings demonstrated that teaching through LVS on Facebook assisted EFL teachers in managing their online learning. The LVS-mediated learning process portrayed teaching, social, and cognitive presence during online learning. This result indicates that the learning platform provides promising prospects for teachers to optimize online English-speaking courses. The study also explored several challenges the EFL teachers encounter when managing LVS in their online classes with material and media preparation, time allocation, and internet connection. This study concludes with some pedagogical implications for how a teacher as a curriculum designer engages students in learning English and empowers them in online learning.References
Abdous, M., & Yoshimura, M. (2010). Learner outcomes and satisfaction: A comparison of live video-streamed instruction, satellite broadcast instruction, and face-to-face instruction. Computers and Education, 55(2), 733–741. https://doi.org/10.1016/j.compedu.2010.03.006
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 1–13. https://doi.org/10.1080/10494820.2020.1813180
Akyol, Z., & Garrison, D. R. (2019). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Online Learning Journal, 12(3–4), 3–22. https://doi.org/10.24059/OLJ.V12I3-4.1680
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275
Alsaif, S., Li, A. S., Soh, B., & Alraddady, S. (2019). The efficacy of Facebook in teaching and learning: Studied via content analysis of web log data. Procedia Computer Science, 161, 493–501. https://doi.org/10.1016/j.procs.2019.11.149
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2000). Assessing teaching presence in a computer conference context. Journal of Asynchronous Learning Networks, 5(2), 1–17. https://www.learntechlib.org/p/104046/
Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study. Internet and Higher Education, 13(1–2), 37–44. https://doi.org/10.1016/j.iheduc.2009.10.006
Arnett, L., Netzorg, R., Chaintreau, A., & Wu, E. (2019). Cross-platform interactions and popularity in the live-streaming community. Proceedings of Conference on Human Factors in Computing Systems (pp. 1–6). https://doi.org/10.1145/3290607.3312900
Bakken, S. A. (2022). App-based textual interviews: Interacting with younger generations in a digitalized social reality. International Journal of Social Research Methodology, 1–14. https://doi.org/10.1080/13645579.2022.2087351
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450–466. https://doi.org/10.1017/S0261444814000172
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge.
Belt, E. S., & Lowenthal, P. R. (2021). Video use in online and blended courses: A qualitative synthesis. Distance Education, 42(3), 410–440. https://doi.org/10.1080/01587919.2021.1954882
Bétrancourt, M., & Benetos, K. (2018). Why and when does instructional video facilitate learning? A commentary to the special issue “developments and trends in learning with instructional video.” Computers in Human Behavior, 89, 471–475. https://doi.org/10.1016/j.chb.2018.08.035
Boster, F. J., Meyer, G. S., Roberto, A. J., Inge, C., & Strom, R. (2006). Some effects of video streaming on educational achievement. Communication Education, 55(1), 46–62. https://doi.org/10.1080/03634520500343392
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101. https://doi.org/https://doi.org/10.1191/1478088706qp063oa
Brockfeld, T., Müller, B., & de Laffolie, J. (2018). Video versus live lecture courses: A comparative evaluation of lecture types and results. Medical Education Online, 23(1). https://doi.org/10.1080/10872981.2018.1555434
Brookfield, S. D. (2019). Teaching for critical thinking: Tools and techniques to help students question their assumptions. Jossey-Bass.
Calk, R., Alt, K., Mills, S. K., & Oliver, R. (2007). The effective delivery of a streaming video course lecture. Accounting Education, 16(1), 81–93. https://doi.org/10.1080/09639280600843393
Chang, M. M., & Lan, S. W. (2021). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning, 36(1), 29–44. https://doi.org/10.1080/02680513.2019.1708298
Chen, C. C., & Lin, Y. C. (2018). What drives live-stream usage intention? The perspectives of flow, entertainment, social interaction, and endorsement. Telematics and Informatics, 35(1), 293–303. https://doi.org/10.1016/j.tele.2017.12.003
Chen, D. L., Freeman, D., & Balakrishnan, R. (2019). Integrating multimedia tools to enrich interactions in live streaming for language learning. Proceedings of Conference on Human Factors in Computing Systems (pp. 1–14). https://doi.org/10.1145/3290605.3300668
Chen, Y. Y., Chang, Y. S., Lee, J. Y., & Lin, M. H. (2021). Effects of a video featuring connected speech instruction on EFL undergraduates in Taiwan. SAGE Open, 11(2), 1–12. https://doi.org/10.1177/21582440211019746
Cheung, A. (2021). Synchronous online teaching a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons. System, 100(May), 102566. https://doi.org/10.1016/j.system.2021.102566
Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. https://doi.org/10.1177/1321103X060270010301
Connelly, F. M., & Clandinin, D. J. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3
Devi, P., Virgiana, B., & Baturaja, U. (2020). The use of social media instagram in teaching EFL: Effect on students’ speaking ability. Proceedings of the 2nd International Conference on English Language Education (ICONELE) 2020 (pp. 1–14).
Dewi, Y. L., & Mutammam, M. (2022). Formative assessment in distance learning: Narratives of Indonesian senior secondary school EFL teachers. Erudita: Journal of English Language Teaching, 2(1), 26-37. https://doi.org/10.28918/erudita.v2i1.5329
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1). https://doi.org/10.1080/10872981.2021.1920090
Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment. The Internet and Higher Education, 2(2), 87–105.
Garrison, D. R., & Cleveland-Innes, M. (2010). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 37–41. https://doi.org/10.1207/s15389286ajde1903
Ghufron, M. A. (2021). The implementation of EFL online learning: How do the non-English department students perceive it? Erudita: Journal of English Language Teaching, 1(1), 28-38. https://doi.org/10.28918/erudita.v1i1.4451
Giannikas, C. (2019). Facebook in tertiary education: The impact of social media in e-learning. Journal of University Teaching and Learning Practice, 17(1), 1-13. https://doi.org/10.53761/1.17.1.3
Gibson, K. (2022). Bridging the digital divide: Reflections on using WhatsApp instant messenger interviews in youth research. Qualitative Research in Psychology, 19(3), 611–631. https://doi.org/10.1080/14780887.2020.1751902
Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30.
Giri, P. C., & Rana, K. (2022). Lessons learned from teaching English through Facebook Live for future. International Journal of Technology in Education and Science, 6(1), 14–31. https://doi.org/10.46328/ijtes.309
Goh, E. C. L., & Binte Rafie, N. H. (2023). Using WhatsApp video call to reach large survey sample of low-income children during COVID-19: A mixed method post-hoc analysis. International Journal of Social Research Methodology, 1–16. https://doi.org/10.1080/13645579.2023.2170571
Harrison, T. (2020). How distance education students perceive the impact of teaching videos on their learning. Open Learning, 35(3), 260–276. https://doi.org/10.1080/02680513.2019.1702518
Hashim, R. S., Idrus, M. M., Ho-Abdullah, I., Yusof, N. M., Mydin, R. M., & Hamdan, S. I. (2013). Facebook-infused identities: Learners’ voices. International Education Studies, 6(6), 45–53. https://doi.org/10.5539/ies.v6n6p45
He, W. (2013). Examining students’ online interaction in a live video streaming environment using data mining and text mining. Computers in Human Behavior, 29(1), 90–102. https://doi.org/10.1016/j.chb.2012.07.020
Heggart, K. R., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153. https://doi.org/10.14221/ajte.2018v43n3.9
Heigham, J., & Crocker, R. A. (2009). Qualitative research in applied linguistics: A practical introduction. Palgrave Macmillan.
Hong, J., Pi, Z., & Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: Cognitive load and learning effectiveness. Innovations in Education and Teaching International, 55(1), 74–81. https://doi.org/10.1080/14703297.2016.1237371
Horbal, A. (2018). Instructor use of educational streaming video resources. Journal of Academic Librarianship, 44(2), 179–189. https://doi.org/10.1016/j.acalib.2018.02.009
Horsman, G. (2018). Reconstructing streamed video content: A case study on youtube and facebook live stream content in the chrome web browser cache. Proceedings of the Digital Forensic Research Conference, DFRWS 2018 USA, 26, (pp. 30–37). https://doi.org/10.1016/j.diin.2018.04.017
Hutchinson, D. A. (2019). Making meaning of meaning-making: Understanding experience through story. In Landscapes, Edges, and Identity-Making (Advances in Research on Teaching), 33 (pp. 79–95). Emerald Publishing Limited. https://doi.org/10.1108/s1479-368720190000033008
Jin, Y., & Zhang, L. J. (2021). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7), 948–962. https://doi.org/10.1080/13670050.2018.1526253
Khanafiyah, R., Akbar, R. A., & Puspitasari, D. (2021). Student’s self-confidence in practicing speaking during online learning: Up or down? Erudita: Journal of English Language Teaching, 1(1), 39-53. https://doi.org/10.28918/erudita.v1i1.4312
Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296–301. https://doi.org/10.1177/0033688220937235
Lau, K. H. V., Farooque, P., Leydon, G., Schwartz, M. L., Sadler, R. M., & Moeller, J. J. (2018). Using learning analytics to evaluate a video-based lecture series. Medical Teacher, 40(1), 91–98. https://doi.org/10.1080/0142159X.2017.1395001
Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319
Li, L. Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in video lecture viewing. International Journal of Human-Computer Interaction, 35(4–5), 415–426. https://doi.org/10.1080/10447318.2018.1543086
Li, Y., Li, X., & Cai, J. (2021). How attachment affects user stickiness on live streaming platforms: A socio-technical approach perspective. Journal of Retailing and Consumer Services, 60(August 2020), 102478. https://doi.org/10.1016/j.jretconser.2021.102478
McGannon, K. R., Graper, S., & McMahon, J. (2022). Narrative inquiry: A cultural approach for understanding big and small stories of motherhood and sport on Instagram. In J. Sanderson (Ed.), Sport, Social Media, and Digital Technology (Research in the Sociology of Sport (pp. 89–106). Emerald Publishing Limited. https://doi.org/https://doi.org/10.1108/S1476-285420220000015011
Milošević, I., Živković, D., Arsić, S., & Manasijević, D. (2015). Facebook as virtual classroom: Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32(4), 576–585. https://doi.org/10.1016/j.tele.2015.02.003
Nicol, S., & Bice, S. (2022). Negotiating transboundary crises in higher education: Tsinghua University’s shift to online learning during the COVID-19 pandemic. International Journal of Chinese Education, 11(1), 1–17. https://doi.org/10.1177/22125868211073147
Ozan, O., & Ozarslan, Y. (2016). Video lecture watching behaviors of learners in online courses. Educational Media International, 53(1), 27–41. https://doi.org/10.1080/09523987.2016.1189255
Sadaf, A., Wu, T., & Martin, F. (2021). Cognitive presence in online learning: A systematic review of empirical research from 2000 to 2019. Computers and Education Open, 2, 100050. https://doi.org/10.1016/j.caeo.2021.100050
Safar, A., & Alkhezzi, F. (2016). Students’ perspectives of the impact of online streaming media on teaching and learning at the college of education at Kuwait University. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2975–2989. https://doi.org/10.12973/eurasia.2016.02317a
Sari, M. I., & Putri, A. A. (2022). Exploring online learning tools used by EFL teachers during the COVID-19 pandemic. Journal of Foreign Language Teaching and Learning, 7(1), 61–76. https://doi.org/10.18196/ftl.v7i1.13407
Shea, P., Sau Li, C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 9(3), 175–190. https://doi.org/10.1016/j.iheduc.2006.06.005
Sicat, A. S. (2015). Enhancing college students’ proficiency in business writing via schoology. International Journal of Education and Research, 3(1), 159–178. http://www.ijern.com/journal/2015/January-2015/14.pdf
So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1–5. https://doi.org/10.29333/pr/7947
Wang, H., & Chen, C. W. yu. (2020). Learning English from YouTubers: English L2 learners’ self-regulated language learning on YouTube. Innovation in Language Learning and Teaching, 14(4), 333–346. https://doi.org/10.1080/17501229.2019.1607356
Wang, X., Liu, T., Wang, J., & Tian, J. (2022). Understanding learner continuance intention: A comparison of live video learning, pre-recorded video learning and hybrid video learning in COVID-19 pandemic. International Journal of Human-Computer Interaction, 38(3), 263–281. https://doi.org/10.1080/10447318.2021.1938389
Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language Teaching and Research, 3(1), 101–107.
Wu, M., & Gao, Q. (2020). Using live video streaming in online tutoring: Exploring factors affecting social interaction. International Journal of Human-Computer Interaction, 36(10), 964–977. https://doi.org/10.1080/10447318.2019.1706288
Yan, Z. (2020). Unprecedented pandemic, unprecedented shift, and unprecedented opportunity. Human Behavior and Emerging Technologies, 2(2), 110–112. https://doi.org/10.1002/hbe2.192
Downloads
Published
How to Cite
Issue
Section
License
Copyright
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, social media account, or on their website) after the article getting published in the journal, as it can lead to productive exchanges and earlier and greater citation of published work (See The Effect of Open Access).License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
.png){kind=logo}
