scholarly journals Effects of Subtitles, Complexity, and Language Proficiency on Learning from Online Education Videos

2016 ◽  
Author(s):  
Tim van der Zee
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Online Courses ◽  
Native English Speakers ◽  
English Speakers ◽  
Bayesian Analyses ◽  
Substantial Impact ◽  
Research Findings ◽  
Education Courses

Open online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the global availability of these courses has attracted many non-native English speakers. To ensure not only the availability, but also the accessibility of open online education, courses should be designed to minimize detrimental effects of a language barrier, for example by providing subtitles. However, with many conflicting research findings it is unclear whether subtitles are beneficial or detrimental for learning from a video, and whether this depends on characteristics of the learner and the video. We hypothesized that the effect of 2nd language subtitles on learning outcomes depends on the language proficiency of the student, as well as the visual-textual information complexity of the video. This three-way interaction was tested in an pre-registered experimental study. Using Bayesian analyses, no main effect of subtitles was found, nor any interaction. However, the student’s language proficiency and the complexity of the video do have a substantial impact on learning outcomes.

scholarly journals Effects of Subtitles, Complexity, and Language Proficiency on Learning From Online Education Videos

2017 ◽  
Vol 29 (1) ◽  
pp. 18-30 ◽  
Author(s):  
Tim van der Zee ◽  
Wilfried Admiraal ◽  
Fred Paas ◽  
Nadira Saab ◽  
Bas Giesbers
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Language Proficiency ◽  
Online Courses ◽  
Native English Speakers ◽  
Massive Open Online Courses ◽  
English Speakers ◽  
Substantial Impact ◽  
Research Findings ◽  
Education Courses

Abstract. Open online education has become increasingly popular. In Massive Open Online Courses (MOOCs) videos are generally the most used method of teaching. While most MOOCs are offered in English, the global availability of these courses has attracted many non-native English speakers. To ensure not only the availability, but also the accessibility of open online education, courses should be designed to minimize detrimental effects of a language barrier, for example by providing subtitles. However, with many conflicting research findings it is unclear whether subtitles are beneficial or detrimental for learning from a video, and whether this depends on characteristics of the learner and the video. We hypothesized that the effect of 2nd language subtitles on learning outcomes depends on the language proficiency of the student, as well as the visual-textual information complexity of the video. This three-way interaction was tested in an experimental study. No main effect of subtitles was found, nor any interaction. However, the student’s language proficiency and the complexity of the video do have a substantial impact on learning outcomes.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

TECHNICAL ENGLISH IN AEROSPACE

2021 ◽  
pp. 31-35
Author(s):  
Anton MATVEEV
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Civil Aviation ◽  
English Speakers ◽  
International Civil Aviation Organization ◽  
Teaching Approaches ◽  
Language Competence ◽  
Communication Problems ◽  
Air Traffic Controllers ◽  
Training Materials

Since 2004, the International Civil Aviation Organization has imposed pilots and air traffic controllers elsewhere in the world to comply with the established language proficiency standards as a safety measure against language and communication problems during flights. Currently, one of the problems that aviation English practitioners face is the lack of training materials on aviation specifications to learn various language aspects. This article discusses peculiarities of technical English used in aerospace. Thus, technical English not only facilitates communication between native and non-native English speakers but reduces the risk of errors and overall risks as well. In this regard, appropriate teaching approaches should be chosen, various tools and forms of teaching English aviation language should be used to form the language competence of future specialists.

Meeting Emerging Needs of Online Coaching in Teacher Education

2014 ◽  
pp. 56-71 ◽  
Author(s):  
Kim H. Song
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Online Courses ◽  
Online Course ◽  
Virtual Coaching ◽  
Online Coaching ◽  
Online Course Development ◽  
Research Findings ◽  
Future Direction ◽  
Education Courses

The chapter examines emerging priorities and trends in virtual or online teacher education courses using empirical research findings on online courses. The benefits and challenges of the online practicum course are explored, as well as the efficacy of online coaching if it impacts on participants' teaching practice. The uniqueness of this online course is that it uses synchronous one-on-one coaching as an innovative way of leading them to the next level of inquiry. This virtual course facilitates mutual and progressive improvement through synchronous and asynchronous communication tools. The results include the procedure of the interactive and effective online course development, benefits and challenges of taking well-designed online courses, and impact of guided and reflective virtual coaching as well as future direction.

scholarly journals Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost

2020 ◽  
Vol 6 (15) ◽  
pp. eaay5324 ◽  
Author(s):  
Igor Chirikov ◽  
Tatiana Semenova ◽  
Natalia Maloshonok ◽  
Eric Bettinger ◽  
René F. Kizilcec
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Online Courses ◽  
Controlled Trial ◽  
Student Learning Outcomes ◽  
Blended Instruction ◽  
Global Demand ◽  
Stem Instruction ◽  
And Mathematics ◽  
Education Platform

Meeting global demand for growing the science, technology, engineering, and mathematics (STEM) workforce requires solutions for the shortage of qualified instructors. We propose and evaluate a model for scaling up affordable access to effective STEM education through national online education platforms. These platforms allow resource-constrained higher education institutions to adopt online courses produced by the country’s top universities and departments. A multisite randomized controlled trial tested this model with fully online and blended instruction modalities in Russia’s online education platform. We find that online and blended instruction produce similar student learning outcomes as traditional in-person instruction at substantially lower costs. Adopting this model at scale reduces faculty compensation costs that can fund increases in STEM enrollment.

Exploring Cross-cultural Pragmatic Judgment of Two Groups of EFL Teachers on Formal Written Requests

2016 ◽  
Vol 6 (4) ◽  
pp. 693
Author(s):  
SIU Fiona Kwai-peng
Keyword(s):  
Hong Kong ◽  
Qualitative Analysis ◽  
Native English Speakers ◽  
Cross Cultural ◽  
English Speakers ◽  
Main Research ◽  
Amount Of Information ◽  
Efl Teachers ◽  
L2 Learners ◽  
Research Findings

This study examines the pragmatic judgments made on formal request letters written by adult L2 learners of English by two groups of EFL teachers at a university in Hong Kong. A pragmatic Judgment Questionnaire was completed by each of the sixteen teachers, comprising eight native Cantonese speakers (CSTs) and eight native English speakers (ESTs). Pragmatic judgment was examined by investigating four pragmatic variables -- i.e., politeness, directness, formality and amount of information. Main research findings suggest that there were no significant differences between the two groups of teachers in their pragmatic judgments except for their views on: a) what constituted “unnaturally polite” expressions, b) whether negative words would help achieve the purpose of a message, c) what supporting moves should be avoided, and d) what writing plans they preferred. Qualitative analysis revealed examples of "unnaturally polite" expressions (e.g., “forgive”) and supportive moves (e.g. compensating class teachers) considered appropriate by CSTs only.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals NATIVE ENGLISH SPEAKERS VERSUS NON-NATIVE ENGLISH SPEAKERS: THE IMPACT OF LANGUAGE TEACHERS ON EFL LEARNER'S ENGLISH PROFICIENCY

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Tariq Elyas ◽  
Noor Motlaq Alghofaili
Keyword(s):  
Language Proficiency ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Learners ◽  
Ex Post ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

In the field of TESOL, the perception that Native English Speaking Teachers (NESTs) are better than Non-Native English Speaking Teachers (NNESTs) has influenced language schools, recruitment policies and institutional leadership practices. The tendency to recruit more NESTs and achieve improved learning outcomes can be seen in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. This paper aims to investigate whether NESTs or NNESTs have any impact on the EFL learners� language proficiency in Saudi EFL context. This quantitative study adopts pretest-posttest experimental and ex post facto designs to determine students� achievement in two language skills, namely speaking and listening. The two groups of participants are EFL students in a foundation year program at a Saudi Arabian University. One group was taught by a NEST and the other by a NNEST. The quantitative data were analyzed by using SPSS. The findings indicated that teachers� nativeness and backgrounds have no significant effects on the Saudi EFL learners� speaking and listening skills. Here, Saudi EFL learners can equally perform in classes taught by NESTs or NNESTs. In the light of the findings, the study suggests that recruitment policy should not be influenced by the employers� belief that NESTs possess better teaching skills than NNESTs.��

The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

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