Teacher’s Voices About Learner Engagement in Online L2 Classroom

This chapter begins by defining teachers’ voice and highlighting the importance of considering this crucial stakeholder’s perspective in understanding learner engagement in synchronous online classrooms. It then presents anecdotes, using primary interview data, from language teachers in diverse L2 learning contexts (Asia, Australia, Europe, United Kingdom, Africa, North and South America), regarding synchronous online learner engagement (SOLE) in online L2 classrooms. These anecdotes are analysed using a theme-based approach to emphasize the main benefits and issues voiced by teachers across different contexts in relation to SOLE. Strategies proposed by teachers for addressing and enhancing SOLE are also presented. It is important to note that the issues, benefits, and strategies for promoting SOLE discussed in this chapter address engagement at three interconnected levels: task, classroom, and online language learning. The chapter concludes with reflections on pedagogical implications for SOLE, along with some remarks about future research on exploring teachers’ perceptions of SOLE in technology-mediated settings.