How MOOCs Can Develop Teacher Cognition: The Case of in-Service English Language Teachers

1. Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 92(1), 81-90. doi: 10.1177/00317217100920011910.1177/003172171009200119 Search in Google Scholar

2. Borg, S. (2003). Teacher Cognition in Language Teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81-109. doi: 10.1017/S026144480300190310.1017/S0261444803001903 Search in Google Scholar

3. Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum. Search in Google Scholar

4. Borg, S. (2013). Teacher Research in Language Teaching: A Critical Analysis. Cambridge: Cambridge University Press. Search in Google Scholar

5. Borg, S. (2015). Teacher Cognition and Language Education (1^st ed.). London: Bloomsbury Academic. Search in Google Scholar

6. Bozkurt, A., Akgün-Özbek, E., & Zawacki-Richter, O. (2017). Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18(5). doi: 10.19173/irrodl.v18i5.308010.19173/irrodl.v18i5.3080 Search in Google Scholar

7. Braun, V., & Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2). pp. 77-101. doi: 10.1191/1478088706qp063oa10.1191/1478088706qp063oa Search in Google Scholar

8. Breen, M., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470-501. doi: 10.1093/applin/22.4.47010.1093/applin/22.4.470 Search in Google Scholar

9. Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. Search in Google Scholar

10. Burns, A., Freeman, D., & Edwards, E. (2015). Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition. The Modern Language Journal, 99(3), 585-601. doi: 10.1111/modl.1224510.1111/modl.12245 Search in Google Scholar

11. Clark, C., & Peterson, P. (1986). Teachers’ thought processes. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 255-296, 3^rd ed.). New York: Macmillan. Search in Google Scholar

12. Coughlan, S. (2015, May 13). UK ‘Biggest Online University Course’. BBC News [Blog post]. Retrieved from https://www.bbc.co.uk/news/education-32721056 Search in Google Scholar

13. Creswell, J., & Plano Clark, V. (2007). Designing and conducting mixed methods research (1^st ed.). Thousand Oaks, CA: SAGE Publications. Search in Google Scholar

14. Dillahunt, T., Wang, B., & Teasley, S. (2014). Democratizing higher education: Exploring MOOC use among those who cannot afford a formal education. The International Review of Research in Open and Distributed Learning, 15(5). doi: 10.19173/irrodl.v15i5.184110.19173/irrodl.v15i5.1841 Search in Google Scholar

15. Dornyei, Z., & Ushioda, E. (2009). Motivation, Language Identity and the L2 Self. Second Language Acquisition. Bristol: Multilingual Matters.10.21832/9781847691293 Search in Google Scholar

16. Dunkin, M. J. (1996). Types of Errors in Synthesizing Research in Education. Review of Educational Research, 66(2), 87−97. doi: 10.3102/0034654306600208710.3102/00346543066002087 Search in Google Scholar

17. Edge, J., & Richards, K. (1998). May I See Your Warrant, Please? Justifying Outcomes in Qualitative Research. Applied Linguistics, 19(3), 334-356. doi: 10.1093/applin/19.3.33410.1093/applin/19.3.334 Search in Google Scholar

18. Ellis, E. (2006). Language Learning Experience as a Contributor to ESOL Teacher Cognition. TESL-EJ, 10(1), A-3. Search in Google Scholar

19. Farrel, T. S. C (2003). Learning to teach English language during the first year: personal influences and challenges. Teaching and Teacher Education, 19, 95-111. doi: 10.1016/S0742-051X(02)00088-410.1016/S0742-051X(02)00088-4 Search in Google Scholar

20. Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems. System, 38(2), 272-279. doi: 10.1016/j.system.2010.02.00110.1016/j.system.2010.02.001 Search in Google Scholar

21. Flores, B. B. (2001). Bilingual education teachers’ beliefs and their relation to self-reported practices. Bilingual Research Journal, 25, 251-75. doi: 10.1080/15235882.2001.1016279510.1080/15235882.2001.10162795 Search in Google Scholar

22. Freeman, D. (1996). Redefining the relationship between research and what teachers know. In K. Bailey & D. Nunan (Eds.), Voices from the language classroom: Qualitative research in second language education (pp.88-115). Cambridge: Cambridge Press. Search in Google Scholar

23. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching, 35(01). doi: 10.1017/s026144480100172010.1017/S0261444801001720 Search in Google Scholar

24. Freeman, D. (2016). Educating second language teachers: ‘The same things done differently’ Oxford: Oxford University Press. Search in Google Scholar

25. Freeman, D., & Richards, J. (2010). Teacher learning in language teaching (2^nd ed.). Cambridge: Cambridge Univ. Press. Search in Google Scholar

26. Glance, D., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5). doi: 10.5210/fm.v18i5.435010.5210/fm.v18i5.4350 Search in Google Scholar

27. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Beverly Hills, CA: Sage Publications. Search in Google Scholar

28. Hayes, D., (2005). Exploring the lives of non-native speaking English educators in Sri Lanka. Teachers and Teaching, 11(2), 169-194. doi: 10.1080/1345060050008396410.1080/13450600500083964 Search in Google Scholar

29. Johnson, K. E. (1992). Learning to teach: Instructional actions and decisions of preservice ESL teachers. TESOL Quarterly, 26, 507-535. doi: 10.2307/358717610.2307/3587176 Search in Google Scholar

30. Kiss, T. (2012). The Complexity of Teacher Learning: Reflection as a complex Dynamic System. Journal of Interdisciplinary Research in Education, 2(1), 17-35. Search in Google Scholar

31. Kubanyiova, M. (2006). Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL–EJ, 10, 1–17. Search in Google Scholar

32. Kubanyiova, M., & Feryok, A. (2015). Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance. Modern Language Journal, 99(3), 435–449. doi: 10.1111/modl.1223910.1111/modl.12239 Search in Google Scholar

33. Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008–2012. International Review of Research in Open and Distance Learning, 14(3), 202–227. doi: 10.19173/irrodl.v14i3.145510.19173/irrodl.v14i3.1455 Search in Google Scholar

34. Lewin, T. (2012, July 24). One course, 150,000 students: Questions and answers with Anant Agarwal. The New York Times [blog post]. Retrieved from https://cacm.acm.org/opinion/interviews/153724-one-course-150000-students/fulltext Search in Google Scholar

35. Lortie, D. C. (1975). Schoolteacher. Chicago: University of Chicago Press. Search in Google Scholar

36. Maxwell, J. (1992). Understanding and Validity in Qualitative Research. Harvard Educational Review, 62(3), 279-301. doi: 10.17763/haer.62.3.832332085625182610.17763/haer.62.3.8323320856251826 Search in Google Scholar

37. Moe, R. (2015). The brief & expansive history (and future) of the MOOC: Why two divergent models share the same name. Current Issues in Emerging eLearning, 2(1), 2. Search in Google Scholar

38. Numrich, C. (1996). On becoming a language teacher: Insights from diary studies. TESOL Quarterly, 30(1), 131−53. doi: 10.2307/358761010.2307/3587610 Search in Google Scholar

39. Shavelson, R. (1973). What is the basic teaching skill? Journal of Teacher Education, 24, 114-151. doi: 10.1177/00224871730240021310.1177/002248717302400213 Search in Google Scholar

40. Weaver. G. R. (1986). Understanding and coping with cross-cultural adjustment Stress. In R.M. Paige (Ed.), Cross-cultural orientation. New conceptualizations and applications. Lanham MD: University Press of America. Search in Google Scholar

41. Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press. Search in Google Scholar

42. Wyatt, M., & Borg, S. (2011). Development in the practical knowledge of language teachers: A comparative study of three teachers designing and using communicative tasks on an in-service BA TESOL programme in the Middle East. Innovation in Language Learning and Teaching, 5(3), 233-252. doi: 10.1080/17501229.2010.53734010.1080/17501229.2010.537340 Search in Google Scholar