McKenzie Johnston
Research Subjects
Research Interests
McKenzie Johnston has a total of 9 co-authors. Here are the top co-authors by number of shared publications:
- Abdulsamad Humaidan
Southern Illinois University
1 shared publication - Claire Fettig
Southern Illinois University
1 shared publication - Eugenie Mainake
Southern Illinois University
1 shared publication - Eva Messemer
Southern Illinois University
1 shared publication - Ian Johnston
Southern Illinois University
1 shared publication - Rachel Stuckel White
Southern Illinois University
1 shared publication
Latest Publications
- Open Access
- 23 July 2023
- Published by Iowa State University
- Vol. 13 (1)
ONLINE TEACHING DURING COVID-19: EXPLORING THE RELATIONSHIP OF CALL TRAINING AND BELIEFS ABOUT PRONUNCIATION TEACHING
Although studies have explored teaching practices when teachers were thrust online during COVID-19, more work is needed to understand how COVID responses affected teachers' beliefs. This study, part of a larger investigation, explored teacher beliefs about teaching various language skills, including pronunciation, as they transitioned online. Participants (n=109) representing a range of backgrounds completed an online survey. Using a three-way ANOVA, this study identified a surprising finding involving the impact of CALL training, experience teaching online prior to COVID-19, and experience teaching online during COVID-19 on a ranking task of comparative difficulty of teaching different skills online. Most skills (reading, writing, listening, speaking, grammar) were perceived to be easier to teach by those with CALL training as they gained experience teaching online. Pronunciation was distinct in that teachers with CALL training perceived pronunciation to be more difficult as they began teaching online, suggesting areas for improvement in both CALL and pronunciation training.
- 23 July 2023
- Published by Iowa State University
- Vol. 13 (1)
Open AccessONLINE TEACHING DURING COVID-19: EXPLORING THE RELATIONSHIP OF CALL TRAINING AND BELIEFS ABOUT PRONUNCIATION TEACHING
Although studies have explored teaching practices when teachers were thrust online during COVID-19, more work is needed to understand how COVID responses affected teachers' beliefs. This study, part of a larger investigation, explored teacher beliefs about teaching various language skills, including pronunciation, as they transitioned online. Participants (n=109) representing a range of backgrounds completed an online survey. Using a three-way ANOVA, this study identified a surprising finding involving the impact of CALL training, experience teaching online prior to COVID-19, and experience teaching online during COVID-19 on a ranking task of comparative difficulty of teaching different skills online. Most skills (reading, writing, listening, speaking, grammar) were perceived to be easier to teach by those with CALL training as they gained experience teaching online. Pronunciation was distinct in that teachers with CALL training perceived pronunciation to be more difficult as they began teaching online, suggesting areas for improvement in both CALL and pronunciation training.