University of Oulu

Riikka Tumelius & Leena Kuure (2022) Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space, Computer Assisted Language Learning, DOI: 10.1080/09588221.2022.2092154

Pre-service teachers’ professional vision and agency emerging in orchestrating language learning in a hybrid space

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Author: Tumelius, Riikka1; Kuure, Leena1
Organizations: 1Research Unit for Languages and Literature, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 2.2 MB)
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Language: English
Published: Informa, 2022
Publish Date: 2023-01-19


This study is situated in the context of a design-driven master’s-level course at a Finnish university where pre-service teachers (PSTs) planned and carried out an online English learning project for 11- to 12-year-old pupils in two schools. During the working process, the PSTs needed to rethink their perceptions of technology-mediated language education and look for new ways to organise pedagogical activities for the children. The study explores how the PSTs’ professional vision and agency emerged in a hybrid space when orchestrating pupils’ participation online. Diverse materials from orchestration sessions were examined through nexus analysis. The findings highlight the PSTs’ professional vision and agency arising from interactions with the following activities while orchestrating language learning: 1) coordinating action and establishing continuity in design; 2) monitoring action and attending to emerging needs; and 3) attending to pupils’ engagement with the designed activities and revising the design during action if necessary. The setting allowed collaborative problem solving and sense making which advanced a balanced interaction order. This made space for new experiences and discourses contributing to the development of the PSTs’ professional vision as language teachers. The study has implications for language teacher education and language teaching in hybrid spaces.

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Series: Computer assisted language learning
ISSN: 0958-8221
ISSN-E: 1744-3210
ISSN-L: 0958-8221
Issue: Online first
Pages: 1 - 25
DOI: 10.1080/09588221.2022.2092154
Type of Publication: A1 Journal article – refereed
Field of Science: 6121 Languages
113 Computer and information sciences
516 Educational sciences
Funding: This work was supported by the Finnish Cultural Foundation's  North  Ostrobothnia Regional  Fund, The Scholarship Fund of the University of Oulu, and Oskar Öflunds Stiftelse.
Copyright information: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis group. This is an open access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.