Considerations for Online English Language Learning

Other Information ◽

Ict Tools ◽

Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

Considerations for Online English Language Learning

Social Media and Networking ◽

10.4018/978-1-4666-8614-4.ch066 ◽

2015 ◽

pp. 1463-1486 ◽

Cited By ~ 1

Author(s):

Evriklea Dogoriti ◽

Jenny Pange

Keyword(s):

Language Learning ◽

Language Learners ◽

Social Networking Sites ◽

English Language ◽

Web Based ◽

Other Information ◽

Ict Tools ◽

Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students' engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

The Social Classroom - Advances in Educational Technologies and Instructional Design ◽

Considerations for Online English Language Learning

10.4018/978-1-4666-4904-0.ch008 ◽

2014 ◽

pp. 147-170 ◽

Cited By ~ 4

Author(s):

Evriklea Dogoriti ◽

Jenny Pange

Keyword(s):

Language Learning ◽

Language Learners ◽

Social Networking Sites ◽

English Language ◽

Web Based ◽

Other Information ◽

Ict Tools ◽

Collaboration And Communication

This chapter examines the influence of Facebook (FB) in formal and informal learning in the language classroom. The theoretical framework of Web-based language teaching is first introduced. A selection of studies concerning the use of Social Networking Sites in the teaching of English (ELT) and conclusions drawn from the literature follow suit. The studies have been selected on the grounds of discussing students’ engagement, motivation, collaboration, and communication through the use of SNS and, for the most part, Facebook in ELT. The studies also focus on the attitudes of higher education, foreign language learners towards FB, as well as the potential of FB as an academic teaching medium that may support other Information and Communication Technology (ICT) tools like Learning Management Systems. The review of the studies indicates that Facebook may reinforce communication skills and engagement in the learning process and support participation and collaborative learning in formal learning environments.

Evaluating Web Content for Self-Directed Language Learning

Fostering Self-Regulated Learning through ICT ◽

10.4018/978-1-61692-901-5.ch011 ◽

2010 ◽

pp. 179-193 ◽

Cited By ~ 1

Author(s):

Yoko Hirata

Keyword(s):

Language Learning ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Web Content ◽

Web Based ◽

Tertiary Institutions ◽

Japanese Students ◽

Language Courses ◽

Information And Communication

Recently, information and communication technology (ICT) in Japanese tertiary institutions have begun to play an increasingly important role in teaching and learning of foreign languages. This technology helps students have access to various kinds of language learning materials and resources through the websites any time and anywhere. Online or web-based language courses provide Japanese students with the variety and flexibility to work at their own level and pace through this technology. However, a major issue to be considered when implementing these courses is the fact that traditionally Japanese students are not culturally self-directed or autonomous language learners. The purpose of this study was to examine how Japanese students perceived two different approaches of self-directed language learning projects through the evaluation of English language websites. The findings suggested that the students’ perceptions of the research-based project using websites were positive and they were able to regulate their own learning process.

A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2019.9.1.10 ◽

2019 ◽

Vol 9 (1) ◽

pp. 225-246

Author(s):

Kata Csizér ◽

Csaba Kálmán

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Learning Experience ◽

Learning Experiences ◽

Foreign Language Learning ◽

Language Teachers ◽

English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

Self-Regulation in Language Learning

Perceptual and Motor Skills ◽

10.1177/0031512516684293 ◽

2017 ◽

Vol 124 (2) ◽

pp. 531-548 ◽

Cited By ~ 6

Author(s):

Wen-Ta Tseng ◽

Heidi Liu ◽

John-Michael L. Nix

Keyword(s):

Factor Analysis ◽

Foreign Language ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Self Regulation ◽

English Language Learning ◽

Self Regulated Learning ◽

Regulatory Capacity

Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners’ self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners’ self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners’ self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

Information and Communication Technology in Language Learning

Indonesian Journal of Education Methods Development ◽

10.21070/ijemd.v8i0.163 ◽

2019 ◽

Vol 8 ◽

Author(s):

Rajabova Diloram Rakhimbayevna ◽

Sultanbayeva Sabokhat ◽

Otanazarova Yulduz

Keyword(s):

Learning Styles ◽

Language Learning ◽

Information And Communication Technology ◽

Communication Technology ◽

English Language ◽

Level Of Involvement ◽

Ict Tools

This thesis deals with the possible help of technology for learners of the English language, especially for those suffering from any kind of SLD. It describes the concept of a multisensory approach together with individually preferred learning styles applied in learning the language through the use of ICT tools, related methods, and benefits, and provides several practical examples. It is focused on the level of involvement of human senses in particular interactive ICT activities available for learning the English language.

EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia

The Electronic Journal of e-Learning ◽

10.34190/jel.18.6.006 ◽

2021 ◽

Vol 18 (6) ◽

Author(s):

Rastislav Metruk

Keyword(s):

Language Learning ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Target Population ◽

Smart Devices ◽

Efl Learners ◽

Mobile Assisted Language Learning ◽

Positive Attitudes

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.

Self-efficacy and Online Language Learning: Causes of Failure

Journal of Language Teaching and Research ◽

10.17507/jltr.0906.22 ◽

2018 ◽

Vol 9 (6) ◽

pp. 1319

Author(s):

Phuttharaksa Yantraprakorn ◽

Pornapit Darasawang ◽

Pamararat Wiriyakarun

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Self Efficacy ◽

English Language ◽

Learning Performance ◽

Online Questionnaire ◽

Online Learners ◽

Telephone Interviews ◽

Foreign Language Learners

The study reported in this article examined why some highly efficacious learners failed in an online foreign language course based on Bandura's theory of self-efficacy. The study was conducted as part of a project investigating the self-efficacious foreign language learners in an online writing course. The motivation behind the study was that the success rate of online learning in Thailand is low. The learning performance of six highly efficacious distance language learners at a recognised English language tutorial school in Bangkok, Thailand was analysed. The data collection included an online questionnaire and individual telephone interviews. The findings suggested that goal setting, shift of attribution and insufficient feedback are factors that might decrease the efficacy of online learners’ and affect their decision to withdraw from a program. The implications of this study provide recommendations on support to help online language learners succeed.

Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation

Australasian Journal of Educational Technology ◽

10.14742/ajet.4844 ◽

2019 ◽

pp. 105-119

Author(s):

Jing Tao ◽

Chunping Zheng ◽

Zhihong Lu ◽

Jyh-Chong Liang ◽

Chin-Chung Tsai

Keyword(s):

English Language Learners ◽

University Students ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Self Regulation ◽

Conceptions Of Learning ◽

Web Based ◽

The Relationship ◽

Learning English

This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered the process of learning English as understanding and seeing in a new way or being test-oriented. Another two groups consisted of students with high commitment to or low engagement in learning English. The results of ANOVA analysis and Scheffé’s test revealed significant differences among the profiled participants in four groups. Students who considered learning English as understanding and seeing in a new way tended to have the strongest online self-regulatory competence. However, students who were test-oriented reported poorly in all aspects of online self-regulation. Our findings echoed previous studies on the relationship between conceptions of learning English and online self-regulation, particularly the negative association between learners’ test-oriented conceptions of learning English and their online self-regulation. This research enables us to better understand English language learners in China, particularly in the era of information technology.