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It reviews the evolution of online language teaching in distance education, introduces existing teacher-skill frameworks, and proposes a dynamic framework suited to increasing European expectations for technological competence. Grounded in research insights and over a decade of online teacher training experience, it argues for flexible, participant-centered, continuously updated training for effective adoption of 21st-century skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-developmental-framework-for-online-language-teaching-skills/593896/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-developmental-framework-for-online-language-teaching-skills/593896.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article argue that language teachers need online teaching skills?","Question",{"text":112,"@type":113},"It states that teachers must develop online skills to integrate technology effectively, because top-down requirements often come with insufficient training and support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the OECD report highlight regarding ICT use in classrooms?",{"text":117,"@type":113},"It notes limited preparation and support for teachers, with only 56% receiving ICT training for teaching and only 43% feeling well prepared, alongside continued professional development needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How are the proposed workshops designed to improve technology integration?",{"text":121,"@type":113},"The article presents experiential, participant-focused workshops that respect teachers’ pedagogical expertise and beliefs, use their prior educational-technology experiences, and help implement online teaching skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593896,1792168111,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com.au/ajal/](https://journals.castledown-publishers.com.au/ajal/) |\n| --- | --- |\n\nAustralian Journal ofApplied Linguistics, 3 (1), 133-151 (2020) [https://doi.org/10.29140/ajal.v3n1.271](https://doi.org/10.29140/ajal.v3n1.271)  \nA Developmental Framework for Online Language Teaching Skills  \nURSULA STICKLER a  \nREGINE HAMPEL b  \nMARTINA EMKE c  \na The Open University, UK [ursula.stickler@open.ac.uk](ursula.stickler@open.ac.uk)  \nb The Open University, UK [regine.hampel@open.ac.uk](regine.hampel@open.ac.uk)  \nc The Open University, UK [martina.emke@open.ac.uk](martina.emke@open.ac.uk)  \nAbstract  \nThis article focuses on the need for teachers to develop online skills and describes how experiential, participant focused workshops can change the way in which language teachers can integrate technology into their teaching and help them to successfully implement these 21st century skills. It starts by briefly sketching the development of online language teaching in distance pedagogy and introducing the skills development for teachers and the necessity of online teaching skills before outlining previously developed frameworks in this area. The article then describes how—within a European context of increasing demands on language teachers’technological competence—a dynamic framework for experiential teacher training workshops was developed that is based on a pyramid of online teaching skills. Bringing together insights from research and more than a decade of experience in online teacher training, this article sets out this developmental framework and argues for the need of participant focused, flexible and dynamic training opportunities for language teachers.  \nKeywords: online teaching, teacher development, frameworks  \nIntroduction  \nToday the question is not whether to use Information and Communication Technology (ICT) for language teaching but how best to integrate these new media. Many teachers are alienated by top-down (often governmental) requirements for the integration of new technologies into their teaching for which there is often insufficient training. This—combined with reliance on their already developed pedagogical expertise—may negatively influence their attitude towards technology integration. Thus, a recent OECD (Organisation for Economic Cooperation and Development) report found the following regarding the use of ICT in classrooms and schools:  \n[T]here is limited preparation and support available for teachers that could enable them to implement innovative practices in their instruction. Only 56% of teachers across the OECD received training in the use of ICTfor teaching as part of their formal education or training, and only 43% of teachers felt well or very well prepared for this element when they completed their initial education or training. Moreover, about 18% of teachers across the OECD still express a high need for professional development in ICT skills for teaching. Finally, with 25% of school leaders reporting a shortage and inadequacy of digital technology for instruction asa hindrance to providing quality instruction, TALIS data suggest that teachers may be limited in their use of ICT. (OECD, 2018, p. 29)  \nThe need for teachers to develop online skills is undeniable. Therefore, this article sets out how experiential, participant focused workshops can change the way in which language teachers integrate technology into their teaching and help them to successfully implement these 21st century skills. The workshop model we present here is a response to dealing with the issues outlined by the OECD as well as other institutions. It provides a context-sensitive, participant-focused method of enabling teachers to make the best use of ICT while respecting their pedagogic expertise and beliefs as well as taking account of their previous experiences with educational technology and building on ","cbCaijXTyosN0j8T","https://ap.wps.com/l/cbCaijXTyosN0j8T","pdf",521832,"English","# Introduction\n## Context\n## Pedagogy and technology in distance language education","[{\"question\":\"Why does the article argue that language teachers need online teaching skills?\",\"answer\":\"It states that teachers must develop online skills to integrate technology effectively, because top-down requirements often come with insufficient training and support.\"},{\"question\":\"What problem does the OECD report highlight regarding ICT use in classrooms?\",\"answer\":\"It notes limited preparation and support for teachers, with only 56% receiving ICT training for teaching and only 43% feeling well prepared, alongside continued professional development needs.\"},{\"question\":\"How are the proposed workshops designed to improve technology integration?\",\"answer\":\"The article presents experiential, participant-focused workshops that respect teachers’ pedagogical expertise and beliefs, use their prior educational-technology experiences, and help implement online teaching skills.\"}]","A Developmental Framework for Online Language Teaching Skills | PDF",1792078125,48]