scholarly journals Analysis of Factors Affecting the Auditory Attention of Non-native Speakers in e-Learning Environments

2021 ◽  
Vol 19 (3) ◽  
pp. pp159-169
Author(s):  
Nikesh Bajaj ◽  
Jesús Requena Carrión ◽  
Francesco Bellotti ◽  
Riccardo Berta ◽  
Alessandro De Gloria
Keyword(s):  
Learning Environments ◽  
English Language ◽  
Native Speakers ◽  
Sentence Length ◽  
Language Abilities ◽  
Significant Drop ◽  
Factors Affecting ◽  
E Learning ◽  
Listening Task ◽  
The Impact

: One of the most striking characteristics of e-Learning audiences is their diversity. Native and non-native learners can be expected among such audiences and therefore, when developing e-Learning courses it is important to consider the impact of the language level on learning. Specifically, non-native learners are expected to have a diminished auditory perception compared to native ones and hence reduced attention capabilities that could result in a poorer performance. In this study, we assess the impact of linguistic and auditory factors on the attention of non-native learners, namely semanticity, sentence length and noise level. An English language platform mimicking real e-Learning environments is used and attention is quantified by measuring the number of English words correctly identified during a listening task. Our results show that changes in each factor affect the attention score significantly. Interestingly, the effects of semanticity are apparent in noiseless environment, but vanish in noisy ones.  Results also show that in noiseless environments, a change in the length of semantic sentences from small or medium to long causes a significant drop in the attention score. Our results demonstrate the importance of carefully accounting for linguistic and auditory factors when designing effective e-Learning courses, especially when they target global audiences and learners with different language abilities are expected.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals Exploration of Factors Affecting Learners' Motivation in E-learning

2019 ◽  
pp. 1269-1275
Author(s):  
Shubham Dubey ◽  
Biro Piroska ◽  
Manjulata Gautam
Keyword(s):  
Dropping Out ◽  
Individual Factor ◽  
Factors Affecting ◽  
E Learning ◽  
Learning Platforms ◽  
The Common ◽  
Khan Academy ◽  
Future Work ◽  
The Impact

The world is changing rapidly, so is academics. E-learning has altered the area of academics and education. ICT enabled learning has given ideal services to students by providing any type of content on demand which is proportional to the performance of students. The concentration of learner has been found instinctive; thus there is a need of engaging mind towards course progress with its entirety till the objectives of the course will be achieved. There are several e-learning platforms available as EdX, Udacity, Khan Academy, Alison those have a number of learners registered for various courses. Studies suggest that these platforms suffer from the common problem of learners’ dropping out. Investigations also claim early leaving rate is increasing due to lack of quality of content, distraction factors, learners’ mind change, outdated and succinct information, and some more detraction factors. These issues have been observed on the basis of early leaving rates in various MOOCs. Thus there is a mammoth scope for minimizing the impact of these reasons on the learners’ mind. It can be achieved by identifying these factors affecting learners’ motivation during the course. This study is aiming on identifying these factors. The approach is to explore some certain keywords on previous literature (total 41) and then calculating their frequencies and co-factors associated with them. Both grouped factors contribution and individual factor contribution have been taken care. The study gives a direction for future work towards overcoming these actor and engaging learners in ICT enabled learning.

Social Media Escapism: Exploratory Study of the use of Digital Media by Tirana University Students of English Language

2021 ◽  
Vol 30 (2) ◽  
pp. 196-211
Author(s):  
Iris Klosi
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Online Teaching ◽  
English Language ◽  
Native Speakers ◽  
Communicative Competence ◽  
Dominant Role ◽  
State University ◽  
Face To Face ◽  
The Impact

The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism. The stress and anxiety resulting from the COVID-19 pandemic has lead to a significant increase in escapist media-based coping. This paper examines the impact of the Covid-19 pandemic on social media escapist activities by the students at the State University of Tirana. In total 52 undergraduate and graduate students aged 20-24 were involved in the study. The students reported 39 digital media involved in their escapist activities, with media sharing networks having a dominant role. From the analysis of their discussion of the motivations and different forms of escapist activities using social media, 5 different but interrelated discourses emerged: (1) Social media have both positive and negative aspects; (2) Social media escapism distorts reality; (3) Social media offer easy and affordable ways to escape; (4) Social media escapism needs to be managed to avoid addiction; and (5) Social media escapism enhances English language skills. The impacts of the Covid-19 pandemic through restrictions on socializing, face-to-face interaction and online teaching were discussed within and across the identified discourses. Increasing their communicative competence in English while interacting with people of different cultural background, including English native speakers was one of most the positive aspects in students’ discussions of social media escapism.

Is E-Learning a Pro-Active Response to, or Reaction to, Changes in Educational Policy and Patterns of Educational Demand?

2014 ◽  
pp. 253-267
Author(s):  
Allan M. Lawrence ◽  
Peter J. Short ◽  
Deborah Millar
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
Quality Factors ◽  
Student Work ◽  
Factors Affecting ◽  
Educational Demand ◽  
E Learning ◽  
The Impact

This chapter reviews and investigates the models and acceptability of E-Learning to the emerging students markets for Higher Education Institutions (HEIs) from the More Developed Countries (MDCs) and seeks to evaluate the differing models of delivery from a practical and a socio-economic perspective. The research also investigates the impact of the shifts in population growth and the subsequent impact upon the levels of demand from students in Less Developed Countries (LDCs) for higher education. In addition, the logistical and quality factors affecting E-Learning are evaluated, looking at the aspects of academic rigour, plagiarism, and the methods of managing the originality and authenticity of student work. Similarly, the research looks at the viability of situations where the education provider may never physically meet the students through the exclusive use of VLEs, and the possible credibility issues that this may present to institutional and awarding body reputations.

scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

scholarly journals Factors affecting the way students collaborate in a wiki for English language learning

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Vida Zorko
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
English For Specific Purposes ◽  
Constructivist Approach ◽  
Factors Affecting ◽  
Constructivist Learning Environments ◽  
Collaborative Interaction ◽  
University Level ◽  
Qualitative Exploration

<span>Wikis are believed to be a powerful tool assisting the development of constructivist learning environments, as their very nature supports collaboration. However, not much research has been done into the types of collaborative interaction that take place in wikis when used for learning. The main purpose of this study is to explore the factors that affect the ways students collaborate in the wiki environment. To this end, a qualitative exploration of students' perceptions of collaboration in the wiki was carried out among sociology students at university level who used this environment in blended, problem based learning as part of their </span><em>English for Specific Purposes</em><span> course. The research shows that the wiki promoted many collaborative behaviours among students, such as learning from each other and communicating with the teacher. However, the data indicate that the wiki was less successful in facilitating other types of collaboration, such as communicating with peers and co-constructing products, primarily because the students had the opportunity to collaborate in live meetings and preferred to use </span><em>Messenger</em><span> and email to communicate. Overall, the results obtained here confirm that the wiki can be used to enhance effective collaboration in a constructivist approach to language learning.</span>

scholarly journals Computing departments' academics' perceptions on the impact of Learning and Management Systems on academic performance

2019 ◽  
Author(s):  
◽  
Mbangata Lubabalo
Keyword(s):  
Academic Performance ◽  
The Self ◽  
Management Systems ◽  
Pedagogical Beliefs ◽  
Factors Affecting ◽  
Software Packages ◽  
E Learning ◽  
Perceived Impact ◽  
Learning Software ◽  
The Impact

There are currently more than 500 commercial e-Learning software packages and 300 educational e-Learning software packages, but the surprising fact is that academic failure remains high in universities, especially for first-year students, despite all these advances made by e-Learning. It is this high failure rate problem in this e-Learning era that is at the core of this study whose aim is to model factors affecting the perceptions of academics on the impact of learning management systems (LMSs) on academic performance. This aim will be achieved by following the research question: what are the factors that are affecting the perceptions of academics on the impact of learning management systems on academic performance? Three types of research objectives are used to achieve this aim, namely: (i) to design a theoretically sound model of the factors affecting the perceptions of academics on the impact of LMSs on academic performance. (ii) to empirically test the designed model. (iii) to suggest recommendations on how to improve the perceptions of academics on the impact of LMSs on academic performance. Objectives (i) was accomplished through a content analysis method of reviewing of existing appropriate literature of factors that are affecting the impact of LMSs on e- Learning context; whilst objective (ii) was met by conducting a survey of seventy-eight (78) academic staffs from four public universities of KwaZulu-Natal province of South Africa. On the other hand, objective (iii) was met through a comparison of the results of the survey conducted against the literature analysed. The outcomes of these three objectives are as follows: (i) the Welberg’s theory of education, the self-determination theory, the self-regulated learning theory, the social constructivism theory, and the task technology fit theory can be used as suitable theories applicable to examine the perceived impact of e-Learning on academic performance. (ii) It makes logic to theorize that, on the one hand, academics’ perceived impact of LMSs on academic performance are indirectly affected by their gender, their type of employment and their ethnicity. On the other hand, academics’ attitude towards e-Learning, their computer self-efficacy, their pedagogical beliefs, and their use of LMSs directly affects their perceived impact of LMSs on academic performance of students. It can be concluded that academics’ perceived impact of LMSs on academic performance can be enhanced by optimising academics’ computer self-efficacy, their pedagogical beliefs, and their attitude towards LMSs.

scholarly journals The Impact of E-Learning in Teaching Arabic Language for Non-Native Speakers

2019 ◽  
Vol 8 (2S3) ◽  
pp. 1159-1162
Keyword(s):  
Teaching And Learning ◽  
Analytical Approach ◽  
Technology Development ◽  
Native Speakers ◽  
Language Teaching ◽  
Computer Software ◽  
Arabic Language ◽  
Technology Application ◽  
E Learning ◽  
The Impact

The effect of E-learning and computer software program utilization in the Arabic language teaching among non-native speakers on the students’ achievement in the Malaysian context, was examined in this study. The Malaysian Government’s interest towards Arabic language teaching and learning among the non-native Malaysian speakers, has increased the progress of this teaching. Meanwhile, technological advancements have obliged teachers to employ computer multimedia in reaching some key parameters within the process of education. Challenges that teachers face in information delivery are explored in this study. The application of multimedia in teaching has facilitated teachers in the course outline preparation. Further, technology application in numerous life scopes, teaching included, is essential, especially in Arabic language teaching, specifically for non-native speakers. In achieving the sought after results, inductive analytical approach was used in this study. Considering the nonstop technology development, all the technological aspects of the Malaysian language centers were exploited, especially on the optimal application of present-day E-learning methods. Lastly, several recommendations to expand this technology for easy teaching and learning process were presented in this study

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

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