Teaching EFL Online

This work explores the role of the e-moderator taking account of the skills required and the processes involved in creating and teaching an online English as a Foreign Language (EFL) course. It also details those theories which are applicable to online learning and how they are represented through various models thus creating a framework to assist the e-moderation process. In particular Salmon's five-stage model (2004) is analysed to assess its effectiveness in helping to prepare a new e-moderator to teach in an online environment. Qualitative self-study research is conducted involving an analysis of the e-moderator's reflective journal. This method can be particularly insightful uncovering the e-moderator's beliefs perceptions and challenges encountered throughout the process. Thus in-depth data is collected and used in evaluating an approach to e-moderation. It reveals how Salmon's five-stage model and others can be considerably helpful although not sufficient in themselves for successful online teaching and learning. In this regard a critical appraisal and detailed analysis of Salmon's model relating to this research is conducted to assess the skills required to become a successful e-moderator. This research reveals not only the complexities problems responsibilities and challenges encountered but also the tremendous rewards that can be reaped from the e-moderation process. Such research can encouragingly provide other practitioners with a valuable insight into the process and leads to recommendations for further research. In conclusion it is apparent that systematic frameworks such as Salmon's five-stage model can be extremely useful for effective scaffolding but on their own they are not sufficient to produce a successful e-moderation process. It is suggested therefore that additional support and continual encouragement should be provided to motivate and engage students in both synchronous and asynchronous interactions. Moreover consideration