The web’s potential for language learning: the student’s perspective

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 47-58 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
And Gender ◽  
The Web

This paper reports on a large-scale study carried out in four settings that investigates the potential of the Web as a medium of language instruction, both to complement face-to-face teaching and as a stand-alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference. Results showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.

scholarly journals A multivariate analysis of students' experience of web based learning

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Web Based ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Web Based Learning ◽  
The Web

<span>This paper reports on a large scale study carried out in four settings that investigates the potential of the web as a medium of language instruction, both to complement face to face teaching and as a stand alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of web based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference.</span><p>Results showed that students were on the whole positively inclined to working with the web and found it useful, with the majority preferring to use the web as an add on to face to face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.</p>

A multivariate analysis of secondary students’ experience of web-based language acquisition

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 237-249 ◽  
Author(s):  
USCHI FELIX
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Learning Style ◽  
Secondary Students ◽  
School Environment ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
The Web

This paper reports on a large-scale project designed to replicate an earlier investigation of tertiary students (Felix, 2001) in a secondary school environment. The new project was carried out in five settings, again investigating the potential of the Web as a medium of language instruction. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of Web-based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the Web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning styles and study preferences. Results of both studies showed that students were on the whole positively inclined to working with the Web and found it useful, with the majority preferring to use the Web as an add-on to face-to-face teaching. Reported advantages in both studies outweighed disadvantages. The secondary students felt significantly more comfortable on the Web, worked longer hours and reported more evenly distributed study preferences. Most favoured a kinesthetic learning style and significant relationships between learning style and mode preference were found. Differential findings related to gender emerged in the two studies.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

scholarly journals INTERACTIONS AMONG LEARNING STYLES, LANGUAGE LEARNING STRATEGIES AND GENDER OF EFL LEARNERS

2020 ◽  
Vol 1 (01) ◽  
pp. 67-82
Author(s):  
Rizka Nurul Atika
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Visual Style ◽  
The Difference ◽  
Correlational Method ◽  
And Gender

Many studies have investigated isolated dimensions of learning styles (e.g. field independence/dependence) for their role in foreign language learning, but relatively few studies have used a comprehensive learning styles instrument to determine predictors of language learning strategies used by students. Hence, employing the descriptive and correlational method, this study aimed to identify students’ minor, major, and negligible learning styles, students’ usage of language learning strategies, the difference in the learning styles and language learning strategies based on gender, and the relationships among those three variables. A total of 30 students enrolling in the first year of senior high school were given two kinds of questionnaire, the Indonesian version of PLSQ and SILL. The result revealed gender differences only occurs in compensation strategy, in favor of female students. Furthermore, the correlational study revealed significant relationships between visual style and cognitive and metacognitive strategies; between auditory style and cognitive and compensation strategies. Moreover, social strategies are correlated with tactile, group, and individual styles. These findings are useful for both teacher and student to employ strategies suitable with their learning styles.

Exploring the Effectiveness of Online Synchronous Learning Management Systems

2019 ◽  
pp. 168-190
Author(s):  
Fatemeh Nami
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Writing Assignments ◽  
Face To Face ◽  
Synchronous Learning ◽  
The Face ◽  
Learning Management ◽  
Writing Knowledge

In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals Reflections by Some Jordanian EFL Lecturers on Salmon’s Five-Stage E-Learning Model and Its Possible Application to Teaching English in Jordan

2020 ◽  
Vol 10 (2) ◽  
pp. 229
Author(s):  
Ahmad Alkhawaldeh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Learning Model ◽  
Language Instruction ◽  
Face To Face ◽  
Stage Of Development ◽  
English Language Instruction ◽  
E Learning ◽  
Collaborative Language

This study attempted to evaluate Gilly Salmon&rsquo;s Five-stage e-learning Model and its possible contribution to learning English language skills by surveying the related literature and obtaining perspectives of some EFL lecturers in Jordan during the 1st semester, 2018&ndash;2019. A convenient sample of twenty EFL lecturers participated in a semi-structured interview to reflect on the contribution of the five-stage model to English language instruction. The study revealed some strengths and drawbacks of the above model. While acknowledging the existence of several positive attributes of this model such as exhibiting coherence and being structural and developmental and featuring the engagement of learners via collaborative language learning, this model, according to some EFL specialists, demands further improvement to highlight, for instance, face-to-face mode of language instruction and to be more spiral and bi-directional. The study called for integrating assessment into the model to monitor learner&rsquo;s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model&rsquo;s final stage of development. It was suggested that the above model should be modified to account more adequately for online English language learning.

scholarly journals Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

2021 ◽  
Vol 24 (2) ◽  
pp. 177-202
Author(s):  
Gillian McLellan ◽  
Eva Kartchava ◽  
Michael Rodgers
Keyword(s):  
Language Learning ◽  
Customer Service ◽  
Language Instruction ◽  
Learning Technology ◽  
Language Training ◽  
Volunteer Teachers ◽  
Linguistic Support ◽  
Face To Face ◽  
Mobile Assisted Language Learning ◽  
Use Of Technology

Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

Life-Long Language Learning Strategies for a Brave New Digital World

2020 ◽  
pp. 636-657
Author(s):  
Marion Sadoux
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Fine Tuning ◽  
Learning To Learn ◽  
University Campuses ◽  
Face To Face ◽  
Online Language Learning ◽  
Digital World ◽  
Face To Face Learning ◽  
The University

The focus of this case study is to report and reflect on the design, implementation and fine tuning of the Peer Supported Online Language Learning Exchange module, known more simply as OLLE (Online Language Learning Exchange) which was developed in 2013 and is delivered in collaboration with students at the University of Nottingham Ningbo China. This module seeks to give students in all three University Campuses (United Kingdom, China, and Malaysia) the opportunity to continue to learn a foreign language together, blending, where this is geographically possible, face to face learning opportunities with online learning. It strongly emphasizes language learning as a lifelong learning skill and seeks in particular to develop students' skills in learning to learn a language in digital realms and to develop a strong set of digital literacies for language learning.

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