scholarly journals EFL Students’ Perceptions of Online Distance Learning for Enhancing English Language Learning During Covid-19 Pandemic

2021 ◽  
Vol 14 (3) ◽  
pp. 501-518
Author(s):  
Wafa’ A. Hazaymeh ◽  
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Efl Students ◽  
Online Distance Learning ◽  
Online Distance

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

scholarly journals Telegram App in Learning English: EFL Students’ Perceptions

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Zahra A. Abu-Ayfah
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Device ◽  
English Language ◽  
English Language Learning ◽  
Learning Techniques ◽  
Device Applications ◽  
Efl Students ◽  
Efl College Students

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students’ perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

Students’ Perceptions of the Effectiveness of Online Distance Language Teaching in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 48 (4) ◽  
pp. 386-397
Author(s):  
Denitza Charkova ◽  
◽  
Elena Somova ◽  
Keyword(s):  
Distance Learning ◽  
English Language ◽  
Teaching Practice ◽  
Group Versus ◽  
Hybrid Education ◽  
Face To Face ◽  
Course Effectiveness ◽  
Online Distance Learning ◽  
Face To Face Instruction ◽  
Online Distance

The present study examined the relation between students’ preferred mode of learning (online, face-to-face, and hybrid) and their opinions about the effectiveness of an online distance learning English language course under the circumstances of the COVID-19 pandemic. The students favoring online distance learning constituted a significantly smaller proportion of the group versus those in favor of face-to-face instruction (p = 0.004). A significant relation was established between the students’ preferred mode of education and their opinions about the course effectiveness (p < 0.001). The students whose preferred form of education was compatible with online distance learning rated the course effectiveness at 93%, those favoring face-to-face education at 58%, and the supporters of hybrid education at 81%. Students’ comments and suggestions for the teaching practice in the post epidemic time are discussed.

scholarly journals A CREATIVE PARTNERSHIP AND AN INNOVATIVE AND EFFECTIVE MULTIMEDIA ENGLISH LANGUAGE LEARNING AND TEACHING WEBSITE

2008 ◽  
Vol 3 (1) ◽  
pp. 44-54
Author(s):  
Zhao Baobin ◽  
Richard Arridge ◽  
Liu Dailin ◽  
Fang Muzhen
Keyword(s):  
Language Learning ◽  
English Language ◽  
Lessons Learned ◽  
English Language Learning ◽  
British Broadcasting Corporation ◽  
Critical Approach ◽  
Learning And Teaching ◽  
British Council ◽  
Online Distance ◽  
Creative Partnership

"in2english" as an innovative and effective multimedia English language learning and teaching website came about through a creative partnership between the British Council (BC), the British Broadcasting Corporation (BBC), China Central Radio and Television University (CCRTVU) and CRTVU-Online Distance Educational Technology Limited (CRTVU-Online). As a cooperative endeavor it combines British expertise in English teaching and development of online materials with CCRTVU's knowledge and experience of the English learning environment in China as well as expertise in ICT and development of online materials. At its inception many of the website's features were innovative and cutting edge. The free website goes beyond text and makes extensive use of multimedia. Since its launch on 5th November 2002 the website has welcomed nearly 10 million unique visitors, visited 18 million times, from its target audience of business people, English teachers, young professionals and their children. During five years of development "in2english" has evolved into a highly interactive community. "myin2english", a personalized feature, helps foster the learners' participation and ventures into the world of mobile learning highlight its continuing commitment to innovation. However, it is also a time to reflect on the lessons learned about Chinese learners' attitude to online learning. A retrospective and critical approach is needed to see how far we have come, how creative and innovative we are now and how we should proceed in the future.

scholarly journals The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives

2021 ◽  
Vol 13 (15) ◽  
pp. 8205
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
English Language ◽  
Target Population ◽  
English Language Learning ◽  
Male And Female ◽  
Efl Learners ◽  
Desktop Computers ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Learning English

In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration.

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