A FAQ-Based e-Learning Environment to Support Japanese Language Learning

In traditional classes, having many questions from learners is important because these questions indicate difficult points for learners and for teachers. This paper proposes a FAQ-based e-Learning environment to support Japanese language learning that focuses on learner questions. This knowledge sharing system enables learners to interact and share information and knowledge through FAQ and e-mail. Teachers contribute answers to discussion among learners. The system also allows learners to discuss and collaborate, stimulating their motivation to study Japanese as a foreign language. All questions are stored in a FAQ database, allowing other learners to reuse resources, helping learners learn by themselves and reduce teacher workloads.

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A Study of College Students' Autonomic Foreign Language Learning in an E-Learning Environment at Private Colleges

Proceedings of the 2016 International Conference on Education, E-learning and Management Technology ◽

10.2991/iceemt-16.2016.28 ◽

2016 ◽

Author(s):

Yanfeng Zu

Keyword(s):

College Students ◽

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

Private Colleges ◽

Foreign Language Learning ◽

E Learning

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The Positive Impact in Changing of E-Learning Environment to M-Learning to Enhance Critical Thinking Skills in Foreign Language Learning

Proceedings of the 5th International Conference on Frontiers of Educational Technologies - ICFET 2019 ◽

10.1145/3338188.3338206 ◽

2019 ◽

Author(s):

Chammika Mallawaarachchi

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

Positive Impact ◽

Foreign Language Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

E Learning

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Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

Perceptual and Motor Skills ◽

10.1177/00315125211041714 ◽

2021 ◽

pp. 003151252110417

Author(s):

Xin Wang ◽

Yang Wang ◽

Yizhi Yang ◽

Lu Wang

Keyword(s):

Factor Analysis ◽

Learning Environment ◽

Foreign Language ◽

Language Learning ◽

First Language ◽

Pedagogical Practices ◽

Future Research ◽

Web Based ◽

Chinese University ◽

Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

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Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

Studies in English Language and Education ◽

10.24815/siele.v8i3.21233 ◽

2021 ◽

Vol 8 (3) ◽

pp. 1026-1044

Author(s):

Martha Nandari Santoso

Keyword(s):

Learning Environment ◽

Foreign Language ◽

Online Classes ◽

Online Class ◽

Face To Face ◽

Closed Group ◽

E Learning ◽

Group A ◽

Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class.

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