Reflective learning cycle of new teachers who are teaching ESL via desktop videoconferencing

Abstract

The purpose of the thesis research was to understand and describe new teachers’ experiences teaching English as a Second Language (ESL) via desktop videoconferencing (DVC) by applying a conceptual model of the reflective learning cycle based on the work o f David Kolb (1984) and Donald Schon (1983, 1987). This model consists of four sequential stages; concrete experience/reflection in action; observation and reflection/reflection on action 1; forming abstract concepts/reflection in action 2; testing in new situations/reflection in action. I used interviews, field notes, journal entries, and videotapes to collect data about the experience o f five teachers who volunteered to teach ESL conversation lessons via DVC. Results suggested that the teachers could reflect on their ESL interaction only after they accepted and adapted to technical problems with DVC. Results also suggested that teachers’ reflection evolved from being self-centred to student-centred. I then adapted the conceptual model of the reflective cycle to better represent how teachers implement reflective learning in the combined ESL and DVC environment. Theoretical and practical implications are discussed.