scholarly journals “Are You Ready?” Revisiting Needs Analysis for ESP Online Conversation Course

2021 ◽  
Vol 10 (2) ◽  
pp. 205-215
Author(s):  
Noni Mia Rahmawati
Keyword(s):  
Online Learning ◽  
Native Speakers ◽  
Learning Experiences ◽  
Learning Activities ◽  
Needs Analysis ◽  
Authentic Materials ◽  
Online Platforms ◽  
Native Speakers Of English ◽  
Online Conversation

It is common to be found in an ESP class where the students are not fully engaged in the learning activities due to their lack of interests toward English. To attract the ESP students’ interests, authentic materials and meaningful activities need to be provided. Online learning can bring authentic materials to ESP students and give them meaningful activities as they can interact with native speakers of English through many online platforms. To fit the students’ online learning situations to their learning experiences, as well as the materials and activities to be given, a needs analysis should be carried out. The study focuses on discovering the ESP students’ preparedness in performing an online English conversation course by conducting a needs analysis. Questionnaires were given to 82 students and an interview was performed with 17 students to gain the data. The data collected in the form of percentages were analyzed by describing them qualitatively. From the analysis, it can be concluded that the ESP students were prepared to join the online English conversation course.

Cognitive Apprenticeship and Writing in Distance and Online Learning

2011 ◽  
pp. 282-288
Author(s):  
Vanessa P. Dennen ◽  
Kerry J. Burner
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Cognitive Apprenticeship ◽  
Content Delivery ◽  
Learning Activities ◽  
Web Based ◽  
Threaded Discussions ◽  
Summative Assessments ◽  
Natural Result ◽  
Assessment Activities

As online learning has matured, it has increasingly used Web-based technologies to support communication and interactions among participants (e.g. students, instructors, and mentors) in addition to content delivery. Many online learning experiences depend heavily on text-based interactions to support learning, practice, and assessment activities. Threaded discussions forums are particularly useful learning activities, as is the exchange of word-processed documents for formative and summative assessments. These activities are a natural result of the desire to connect people via technology while taking advantage of asynchronous communication’s convenience.

scholarly journals Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

2021 ◽  
Vol 9 (1) ◽  
pp. 113
Author(s):  
Rahmat Yusny ◽  
Fitria Rizki ◽  
Ika Kana Trisnawati ◽  
Mulia Mulia
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Experiences ◽  
Language Education ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Activity ◽  
Face To Face ◽  
Offline Learning ◽  
Learning Modes

Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. 

Identifying the Target Needs of Non-Native Subject Teachers Related to the Use of English in Their Professional Settings

2016 ◽  
pp. 149-175
Author(s):  
Ece Zehir Topkaya ◽  
İbrahim Nişancı
Keyword(s):  
Training Program ◽  
Native Speakers ◽  
Language Skills ◽  
Needs Analysis ◽  
Analysis Framework ◽  
Structured Interviews ◽  
Key Stakeholders ◽  
Native Speakers Of English

This study primarily explores the target needs of subject teachers from various disciplines who are all non-native speakers of English and enrolled in a training program preparing them to teach their subjects in English. Secondarily, it looks into the key stakeholders' evaluation of the program to understand its effectiveness to meet the needs of the teachers. For the first question, key stakeholders were interviewed to identify the needs, wants, and lacks of the teachers based on Hutchinson and Water's (1987) needs analysis framework. Then, the pooled items were converted into a questionnaire which was administered to the teachers in the program. To investigate the second question, open-ended questions and semi-structured interviews were used. Findings revealed that participants were in need of developing productive language skills while they reported satisfaction over the program. It is concluded that a more specifically tailored course both in terms of content and practice is needed.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 2187-2204
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

scholarly journals THE ROLE OF ONLINE PLATFORMS IN TEACHING ARABIC -‎AL-JAZEERA PLATFORM AS AN EXAMPLE-‎

2021 ◽  
Vol 03 (08) ◽  
pp. 11-25
Author(s):  
Jumana Khalid MOHAMMED ◽  
Abeer Fadhil HADI2
Keyword(s):  
Online Learning ◽  
Native Speakers ◽  
Arabic Language ◽  
Traditional Education ◽  
Educational Goals ◽  
Transfer Of Knowledge ◽  
Educational Materials ◽  
Al Jazeera ◽  
Online Platforms ◽  
E Learning

Online platforms are defined as (websites that have a technical link on the Web, ‎containing units or lessons for teaching the Arabic language, which consist of a ‎number of educational materials and activities that provide a set of multimedia ‎to achieve specific educational goals). Education is no longer confined to ‎educational institutions and universities. Because of the Internet, the field of ‎education has expanded, especially with the emergence of online learning as ‎one of the means that support the teachin/ learning process, transforming it from ‎the well-known indoctrination phase in traditional education to another, more ‎distinguished and creative phase. It works on developing skills through adopting ‎computers and networks in the transfer of knowledge and skills. The importance ‎of these educational platforms has emerged with the breakout of the Corona ‎pandemic, which have led governments to adopt online learning and educational ‎platforms in the delivery of academic material to students - in line with the ‎decisions of closing schools, universities and public facilities, that swept the ‎world, in order to save people's lives in light of the spread of the virus. Here, ‎the importance of educational platforms emerged, including “Al Jazeera ‎platform for teaching Arabic to native and non-native speakers.” This platform ‎relies on Al Jazeera news network, which it is affiliated with, to provide the ‎platform with written, audio and video news, making it with rich and renewable ‎content. This is, in addition to lessons in teaching Arabic. These lessons are on ‎‎ (syntax, morphology, and spelling) divided into three levels (beginner, ‎intermediate, advanced) and each of them is divided into (lower, intermediate, ‎higher) preceded, in the beginner level, with teaching the pronunciation of ‎Arabic sounds. All of this is accompanied by a number of exercises and ‎comprehension questions, with a list of the most prominent words in the text ‎and their translation, and through the tests on the platform, it is possible to ‎determine the linguistic level of the learner. Keywords: Teaching Arabic to non-native speakers, E-Learning, Teaching Arabic sounds.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 724-731
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

scholarly journals Problematika Pembelajaran Daring Di Sekolah Dasar Pada Era Pandemi Covid-19

2020 ◽  
Vol 1 (2) ◽  
pp. 44-51
Author(s):  
Al Ihwanah
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Basic Education ◽  
Learning Experiences ◽  
Learning Activities ◽  
Face To Face ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Teachers And Students ◽  
The Media

The purpose of this study was to discuss the problems of online learning in elementary schools in the era of the Covid-19 pandemic. This pandemic has a serious impact on all fields, including education. Even so, education must still be carried out properly. Learning activities in elementary schools, which are usually carried out face-to-face, are now being converted into online learning. This aims to break the chain of covid-19 transmission, teachers and students must keep their distance for some time. This online learning can be a solution for learning activities in a covid-19 emergency. Based on the results of observations and interviews, data was obtained that there are problems that occur in the implementation of online learning in elementary schools. There are supporting factors and inhibiting factors in the implementation of online learning in elementary schools. This inhibiting factor is a problem in online learning. Online learning experiences problems both from the implementer side, namely teachers, students, parents, and from the media side. The hope is that the results of this research can be useful for practitioners of basic education and for parents to prepare more thoroughly in implementing online learning.

scholarly journals Online Learning at Early Pandemic Situation: Grassroots Voices

2021 ◽  
Vol 10 (3) ◽  
pp. 570
Author(s):  
Mushoffan Prasetianto ◽  
Rizkiana Maharddhika ◽  
Hafida Ruminar ◽  
Dian Islami Prasetyaningrum
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Institutional Support ◽  
Learning Activities ◽  
Online Platform ◽  
Depth Data ◽  
Student Views ◽  
Online Platforms ◽  
Teachers And Students ◽  
Positive Impression

The advent of the COVID-19 pandemic reconfigured several aspects of life, one of which is education. A study on grassroots voices on online learning is a dearth of. Therefore, a present study was addressed to uncover teachers’ and students’ voices in online learning. Questionnaires and interviews were employed to garner data. 233 students and 30 teachers’ responses from questionnaires were obtained. The interviews were conducted to obtain in-depth data. The data were interpreted descriptively. The results showcased that students’ voices on the ease of GC and GC performance were positive, yet institution support was not maximally implemented. Simultaneously, the teachers’ voices on the ease of GC, the performance of GC, and the supports of institution were positive. In a nutshell, teachers and students have a positive impression of online learning. Their positive impression comes from the ease of the online platform operation, the online platform’s good performance, but student views that the institutional support is not maximally implemented. The ease of using online platforms should be considered in choosing one of the various online platforms available. The online platform features are not complicated for students and teachers to easily operationalize the online platform and support teaching and learning activities such as delivering materials, assigning tasks, submitting a task, and assessing tasks.

Effective Technology-Mediated Education for Adult Chinese Learners

2011 ◽  
pp. 771-778
Author(s):  
Hsianghoo Steve Ching ◽  
Carmel McNaught ◽  
Paul W.T. Poon
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Adult Learners ◽  
Native Speakers ◽  
Face To Face ◽  
Effective Professional Development ◽  
Chinese Learners ◽  
Effective Technology ◽  
Native Speakers Of English ◽  
Work Done

This article will address several areas relating to online learning and technology. We will report on work done in the development of four models that have been used to deliver effective professional development for adult learners. The courses are run in Taiwan from a base at Feng Chia University in Taichung, and all the attendees are Chinese. The key content is developed by instructors who are all native speakers of English from a range of countries. Some of this key content is delivered face-to-face and some is delivered virtually. Course facilitators are experienced in online learning and are Chinese. Our models thus utilize both internationally known teachers and local expertise.

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