LatinCALL24

Teachers’ and learners’ needs and expectations in online learning environments Online learning environments offer flexibility and adaptability, while they maintain a high level of academic effectivity when essential aspects of learning are addressed. However, it is important to investigate whether the needs and expectations of learners and teachers differ or are the same in the learning process. Therefore, this study aims to examine the differences in perspectives of teachers and learners while using digital tools in and out of classroom. Two different data collection methods were used. Interviews with a sample of teachers responsible for preparing pre-service English teachers were conducted and a questionnaire designed to gather learners' perspectives was distributed among students. The findings reveal similarities between both groups, particularly in preference for an efficient and user-friendly tool. However, learners place greater emphasis on engagement and interactivity, while teachers also seek tools that allow effective classroom management, as well as features that provide timely and accurate feedback.

Connecting schools around the globe via collaborative projects is a crucial function of virtual language learning since it pushes students and teachers to move beyond the physical boundaries of the classrooms and their comfort zones. The Telecollaboration between Edward Waters University (EWU) and Universidad de Los Lagos began as a pilot project in late 2017 and has since expanded to include intercultural dialogues, reflections, small group conversations, synchronous sessions, videos, and student portfolios collected on a Telecollaboration website. Each semester for the last four years, the two sister institutions have sponsored video conferences in which students questioned their classmates verbally or in writing in Spanish and English on specified themes to improve their L2 communicative competence, nurture intercultural skills and understanding, and develop other essential employability skills. The purpose of this presentation is briefly outline the evolution of a series of immersion-style language virtual initiative conducted in the target languages (Spanish and English) by university-level students at Edward Waters University in the United States and Universidad de Los Lagos in Chile from the 2017 pilot study to the current stage, compare and discuss trends and topics that have emerged during the years to identify common patterns, challenges, and successes through participants' responses, and offer tools and ideas to educators interested in creating a similar program.

Administrators are increasingly concerned about the attrition rate of Language Massive Open Online Courses (LMOCC). For this reason, previous studies on LMOOCs examined the motivation, self-regulation, and attitudes of language learners, but they did not investigate the factors that can impact their persistence and boredom within this context. A new conceptual framework incorporating LMOOC's environmental factors that can affect language learners' cognitive appraisals, persistence, and boredom in LMOOC has been developed and tested through the questionnaire that was filled out by the intermediate Iranian foreign language learners (EFL) who had a language course in one of the Iranian MOOCs. To explore what LMOOC contextual factors could shape language learners' persistence and boredom in this context. A bi-symmetric approach was used to analyze the study data, where the symmetrical part applied a partial least squares modeling approach and showed that the more interaction language learners have with one another, the more likely they will perceive LMOOC content as aligned with their future goals, and the more likely they will persist. Although Necessary Conditional Analysis (NCA) revealed that language learners' persistence in LMOOCs requires at least seven conditions, including the presence of environmental antecedents and cognitive appraisals, The results of this study have led to the development of a new conceptual model of LMOOCs within the context of LMOOCs, Computer Assisted Language Learning (CALL). We have made several recommendations for developing LMOOCs based on cMOOCs, given that language learners' interactions significantly influence their course persistence, and further development in this area can showcase their persistence.