Book Title: Global Perspectives in Multidisciplinary Research and Scholarly Innovation
Editors: Dr. Aditi Deka Pathak, and Prof. Guptajit Pathak
ISBN: 978-81-69297-30-1
Chapter: 1
DOI: https://doi.org/10.59646/714/1
Authors: Ms. Rupal Singh Tomar, and Dr. Gunbala Ameta
Abstract
The rapid expansion of online learning platforms such as Zoom, Google Meet, learning management systems and language learning applications has transformed English language teaching and teacher education, especially in blended and online environments (Godwin‑Jones, 2018). Yet, in many teacher education programmes these platforms are still used primarily as channels for content delivery rather than as interactive spaces for sustained communicative practice (Cutrim Schmid & Schmidt, 2007). There is limited empirical evidence on how prospective English teachers actually use online platforms to practise speaking and interaction, and how such use relates to their communicative competence (Kabilan et al., 2011; Barrot, 2021). This study aims to examine (a) the extent and type of prospective English teachers’ use of online learning platforms for communicative practice, and (b) the relationship between platform use and self‑reported and assessed communicative competence (Richards, 2017). Adopting a descriptive–correlational design, the study involves a sample of B.Ed./M.Ed. English trainees who complete three instruments: an Online Platform Use Questionnaire, a Communicative Competence Self‑Rating Scale and a brief speaking performance task, along with a small set of open‑ended questions (Klimova, 2019). Planned analyses include descriptive statistics to map levels and patterns of platform use, correlation analyses to explore associations between intensity and quality of platform‑mediated practice and communicative competence, and thematic analysis of qualitative responses to capture perceptions of confidence, flexibility and challenges. The findings are expected to inform how teacher education curricula can more deliberately integrate platform‑based communicative work and digital training so that prospective English teachers develop both stronger communicative competence and pedagogically informed use of online platforms.
Keywords: Online Learning Platforms; Communicative Competence; Prospective English Teachers; Survey; Digital Learning; Correlational Study.