The Community of Inquiry Informed Pedagogy (2)

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The Community of Inquiry Informed Pedagogy (2)

            

In the first blog about my scholarly interest, I wrote an article about the community of inquiry (CoI) topic. I highlighted the definition of CoI and the three components of this framework. To further understand CoI, I read two seminal works where the CoI became the framework used in the research. Reading those articles ignited my spirit to read more about CoI to understand the framework better, how it informs current research, and the area of study that uses it. I want to be part of growing research under the CoI topic and beyond. Due to this motivation, I read two other scholarly articles. However, they are not about CoI, yet lead to it.   

     

I got the articles from the same journal database, Scopus. Even though they are from different journals, the quality of the articles could be better due to reputable journal publishers. In addition to peer-review aspects, the two journals have been references for researchers for the quality of articles, particularly for the educational context. Ultimately, reading the two articles has broadened my understanding of CoI, English as a foreign language (EFL), and educational technology. Therefore, they are valuable since those are the areas that I want to focus on for my research. Below are some takeaways as well as points that relate to CoI.


The article from Suharno et al. (2023) is a form of a systematic review. They focused on gathering articles published from 2011 to 2021, which implemented CoI for the EFL context, particularly for the high school level. The study found that only 27 journal articles studied CoI in the EFL context. In other words, the article suggests that research in the area, as mentioned above, still needs to be explored. Meanwhile, the second article, which also took a similar context, studies using Padlet as a technology tool in EFL teaching. Mahmud and colleagues (Mahmud et al., 2023) studied the tool's effectiveness in improving students' communication and collaboration skills. The results indicate that the tools improved students' communication and collaboration skills. However, the measurement of the communications used in the research did not focus on communication skills, which were generally measured using questionnaires. Further, the study did not measure students' language abilities impacted by adopting Padlet. 

The two articles give some room for further studies in addition to the suggested ones by the researchers. Padlet has successfully promoted collaboration for EFL students (Mahmud et al., 2023). However, using this tool to teach EFL students to improve their English competency might need exploration. The CoI should inform the use of the tool for teaching to maximize the learning outputs. Therefore, I have some questions that I formulate in mind regarding the two articles and they are:  

  1. how can CoI inform the implementation of Padlet for teaching EFL language skills and language components?
  1. why is CoI less popular as a framework for EFL teaching, particularly in the online context in secondary schools? 
  1. if the first article focuses on the secondary level of systematic review, is there any systematic review research focusing on the intersection of CoI and EFL at the higher education level?

In addition to the above, I combine this understanding with the previous two articles in my first posting about my scholarly interest. They were mainly about self-regulated learning (Lyu, 2024) and the use of Flipgrid as a medium in teaching (Kormos et al., 2023). As I explained in my first post, Flipglid no longer exists, and the success of its adoption or optimistic views of this tool might not be relevant for further application. Padlet offers an opportunity for research as the technology is no longer available. In addition, Padlet also caters to self-regulated learning as a tool to support classroom learning where students do their self-study using Padlet as a means of learning. Even though it may be too early to conclude, technology such as Padlet that supports self-regulated learning for EFL teaching needs further investigation. Suppose I decide to conduct a classroom treatment. In that case, I will use CoI as the basic framework to design the instruction and seek whether the implementation has affected students' English mastery, either for their language skills or language component development. To achieve that goal, I must read other articles and find out how far Padlet has been used for EFL teaching. 


Reading the articles gives me an additional understanding of the topic I want to explore. However, I urge myself to read further and expand my understanding of CoI, EFL, educational technology, and instructional technology. The additional two articles I read are more on informing the status quo about CoI and EFL research in secondary high school contexts and an educational technology tool used for teaching. In other words, the intertwining between the four topics still needs exploration.  

 

References 

Kormos, E., Julio, L., & Morgan, A. (2023). Preservice teacher perceptions of using video discussions to foster a community of inquiry—Does the learning environment matter?TechTrends, 67(2), 354–364. https://doi.org/10.1007/s11528-022-00827-5


Lyu, B. (2024). The effect of self-regulated learning and community of inquiry on the online learning engagement of Chinese as foreign language learners. Education Sciences, 14(7), 691. https://doi.org/10.3390/educsci14070691


Mahmud, M. M., Fatima, T., Lashari, T. A., & Waheed, Z. (2023). Exploring the impact of web 2.0 tools on 21st century skills of EFL learners in Pakistan. Education Sciences, 13(4), 384. https://doi.org/10.3390/educsci13040384

Suharno, S., Suherdi, D., & Gunawan, W. (2023). Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review. Journal of Education and Learning (EduLearn), 17(4), 685–695. https://doi.org/10.11591/edulearn.v17i4.20550

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