Asynchronous online forum discussion as an aide in helping teacher-learners perceive themselves as EFL teachers
Asynchronous online forum discussion as an aide in helping teacher-learners perceive themselves as EFL teachers

Summary/Abstract: Many researchers (e.g., Wright, 2010) point to the need for teacher education to allow opportunities for pre-service teachers to draw on their past learning experiences and develop critical reflective skills. This study explores the use of peer-moderated asynchronous online forum discussions in a master’s level class on EFL teaching methodology to afford teacher-learners the opportunity to confront and debate new ideas. Using discourse and corpus analysis the research investigates how the teacher-learners and moderators refer to them- selves and others. Teacher-learner perception of the use of the online forum mode is evaluated. Some evidence was found that such collaboration contrib- uted to the teacher-learners perceiving themselves as teachers.

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