scholarly journals Parental belief towards online-based language learning amidst the pandemic

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Kathlyn P. Aranas ◽  
Danilo T. Dinoy ◽  
Jerry James C. Deran ◽  
Marvin C. Casalan ◽  
Joemart P. Aizon
Keyword(s):  
Educational Attainment ◽  
Language Learning ◽  
Quantitative Method ◽  
State Of The Art ◽  
Language Instruction ◽  
Face To Face ◽  
Language Pedagogy ◽  
Educational Attainments ◽  
Significant Difference ◽  
Parental Belief

The pandemic had impeded the accustomed, traditional face-to-face synchronous modality of instruction. Attributable to the impediment, a revolutionized modality of pedagogy had to be conceptualized and subsequently adopted to ascertain that education does not halt. To date, the state-of-the-art technology provides the optimal option as a route the education sector could take. Though indirectly, parents – being one of the stakeholders of education – had to be involved in the business of educating the next generation. Along these claims, the present study investigated the beliefs of parents towards online-based language pedagogy.  A total of 120 respondents of varying educational attainments ranging from elementary, secondary, tertiary, and postgraduate were surveyed online via an adapted research instrument, named as PBOBLLQ. The current paper employed a descriptive quantitative method which aids in shedding light on the beliefs of parents towards online-based language instruction. Also, a significant difference in the parents’ beliefs across educational attainment was confirmed.

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.

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’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, 2018–2019. 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’s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model’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.

scholarly journals Target languages, types of activities, engagement, and effectiveness of extramural language learning

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253431
Author(s):  
Ruofei Zhang ◽  
Di Zou ◽  
Gary Cheng ◽  
Haoran Xie ◽  
Fu Lee Wang ◽  
...  
Keyword(s):  
Language Learning ◽  
Empirical Research ◽  
Language Proficiency ◽  
Digital Games ◽  
Language Instruction ◽  
Target Language ◽  
Affective States ◽  
Face To Face ◽  
Target Languages ◽  
The Relationship

Since Sundqvist introduced the term “extramural English” in 2009, empirical research on extramural language learning has continued to expand. However, the expanding empirical research has yet yielded incommensurate review studies. To present a timely picture of the field of extramural language learning, this study conducts a review of 33 relevant articles retrieved from Scopus and Web of Science databases. The results showed the five types of target languages frequently investigated in this field (i.e., English, German, French, Chinese, and Japanese) and seven main types of extramural learning activities (i.e., playing digital games, watching videos, reading, listening to audios, having technology-enhanced socialisation, having face-to-face socialisation, and writing compositions). People’s engagement in extramural language learning was overall high, especially listening to audios and playing digital games, mediated by the relationship between the difficulty of the activities and people’s target language proficiency levels, gender, and the interactive environment. Extramural language learning was overall effective for language development and enhancing affective states in language learning. The effectiveness may be influenced by the involvement of language inputs and outputs and the amount of engagement time. Implications for practitioners were suggested concerning encouraging digital gameplay, emphasising formal language instruction, and creating positive interactive environments for extramural language learning.

scholarly journals Creating communities of practice: The Harvard Language Center’s role in supporting language instruction during the pandemic

2021 ◽  
pp. 139-152
Author(s):  
Andrew F. Ross ◽  
Sarah Luehrman Axelrod
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Emergency Evacuation ◽  
Language Instruction ◽  
Harvard University ◽  
Face To Face ◽  
Support Mechanisms ◽  
Face To Face Instruction ◽  
Training And Support ◽  
Academic Year

When Harvard University moved all instruction into an online modality in response to the COVID-19 pandemic, The Language Center positioned itself as a critical source of guidance on best practices in this new environment. For Harvard, an institution that has always prioritized face-to-face instruction above all other formats, 2020 has been a watershed moment that has forced faculty to reconsider nearly everything about the way they organize and deliver their courses. Owing to the pandemic crisis, we find ourselves in a moment in which the efficacy of these modalities in language learning is, despite initial concerns, being proven day after day. In the context of this crisis, The Language Center has developed training and support mechanisms for this transition, focusing on desired learning outcomes, centering instructor and student experience, and positioning the language faculty to be able to successfully employ hybrid and online approaches to instruction that will continue to serve them well after the crisis abates. This contribution describes the strategies and actions that The Language Center took to ensure the success of the remote teaching and learning of languages at Harvard University in the first term of the 2020-2021 academic year, after the emergency evacuation of campus in March of 2020, and offers a model for other centers engaged in academic support. While extensive insights on the success of these efforts are still pending, given the timing of this crisis and the interventions undertaken, early feedback suggests that faculty have found provided resources to be useful, and their intention is to adopt aspects of technologically-mediated instruction in their face-to-face teaching going forward.

scholarly journals A Fully Integrated Approach to Blended Language Learning

2020 ◽  
Vol 17 (2) ◽  
pp. 219-238
Author(s):  
Polona Vičič
Keyword(s):  
Language Learning ◽  
Integrated Approach ◽  
Language Instruction ◽  
Fully Integrated ◽  
Face To Face ◽  
Self Study ◽  
Language Courses ◽  
The Face ◽  
Increasing Demand ◽  
Study Component

In the face of increasing demand for greater continuity and flexibility in language learning, online learning has gradually established itself as an important complement to face-to-face (F2F) language instruction. Typically, the resulting blend focuses on the two central learning modes, i.e., F2F and online; however, it leaves out the self-study component based on sources that do not form an integral part of the online component. Recognising the importance of the latter, Whittaker (2014) defines blended language learning as a blend of F2F, online, and self-study components. Drawing on this three-modal approach, the present paper first outlines two language courses designed and delivered by the author of the paper. Next, it analyses students’ feedback on their experience with blended learning collected via an end-of-course questionnaire including multiple-choice statements, five-point Likert scale statements, and open-ended questions. The sample included fifty-two students, most of whom reported a positive experience, especially with the F2F component.

scholarly journals Exploring the effectiveness of multimodal language pedagogy during the COVID-19 time

2021 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Digital Tools ◽  
Future Research ◽  
Face To Face ◽  
Language Pedagogy ◽  
Multimodal Language ◽  
To Receive

Abstract This special pandemic time has forced billions of learners to receive multimodal language pedagogy. By combing Rain Classroom, WeChat, Massive Open Online Courses (MOOCs), with the traditional face-to-face classroom, this study implements a research on the effectiveness of multimodal language pedagogy among English majors (N = 59). It is concluded that the multimodal language pedagogy may improve language learning outcomes compared with the traditional one although there are still many disputes over this approach. The essence of the multimodal language pedagogy may be how to appropriately design rather than what digital tools are involved. Future research may focus on how to design effective multimodal language pedagogy by reducing the distractions and increase the interactions.

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.

Facilitating Synchronous Online Language Learning through Zoom

RELC Journal ◽  
2020 ◽  
pp. 003368822093723
Author(s):  
Lucas Kohnke ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Learning ◽  
Online Teaching ◽  
Language Instruction ◽  
Face To Face ◽  
Online Language Learning ◽  
Authentic Language ◽  
Screen Sharing ◽  
Synchronous Online

Events caused by the COVID-19 pandemic have required second language (L2) educators to move away from face-to-face (F2F) lessons and adopt online teaching. Educators have utilized a range of online synchronous meeting tools (SMTs) to facilitate student learning. One of the popular, immersive and easy-to-use SMTs these days is Zoom. It includes several features, such as annotation tools, polls, breakout rooms and video and screen sharing. These functions facilitate communicative language learning through the use of authentic language instruction in interactive synchronous classes.

scholarly journals Effectiveness of flipped language learning classrooms and students’ perspectives

2019 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Munassir Alhamami ◽  
Mohsin Raza Khan
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Reading Skill ◽  
Learning Approach ◽  
Face To Face ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes

<p>The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data.  A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students have more positive attitudes toward the flipped learning approach than society in general does toward it.  Accordingly, teachers are advised to select a language-teaching approach that is helpful for students. They should also consider the perspectives of students. Improvement in reading skill is not necessarily attributed to only one of the approaches analyzed in this study.</p>

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