International Students' Learning of EAP and Affordances in Online Learning Environments

2021 ◽  
pp. 342-364
Author(s):  
Serpil Meri-Yilan
Keyword(s):  
Online Learning ◽  
International Students ◽  
Language Learning ◽  
Learning Environments ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English For Academic Purposes ◽  
Learning Tools ◽  
Quantitative Research Methods ◽  
Learning Data

The increase in implementing online learning tools in learning environments has highlighted the importance of their integration into language learning, especially English for academic purposes (EAP). As EAP students are mostly international people in higher education (HE), HE institutions (HEI) have intended to leverage digital technology for better teaching and learning of EAP. Therefore, the present chapter has intended to look at international students' learning in the EAP Toolkit and blogging for EAP, and the improvement of self-directed online learning. Data from qualitative and quantitative research methods indicate that online learning can promote EAP students' learning as long as they are supported in a well-designed online learning environment in which features such as affordances and components of self-directed online learning are considered to embed.

scholarly journals TEACHING LISTENING USING TOEIC APPLICATION

2018 ◽  
Vol 1 (4) ◽  
pp. 486
Author(s):  
TUTI KARMIATI ◽  
Yulyayu Kurniawati
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Research Subjects ◽  
Teaching English ◽  
Quantitative Research Methods ◽  
Academic Context ◽  
Spoken English ◽  
Conducting Research ◽  
Learning English

In a modern era many students like to learn english easily, many students learn english with listening something, like listening music in their mobile phone or in the radio, in this era we can find the western song in many place, like in the mall, radio, and so on. So we can hear the western song and learn listening english easily. Teaching listening is teaching students to learn to listen to languages and conversations using the ear. The reason for students being able to listen to spoken English is by letting them listen to variations and accents rather than just the teachers voice with its own idiosyncrasies. Listening is a very important skill in language learning and can’t be underestimated especially in an academic context and is separated in language so that listening has an important role in teaching the language including teaching English. The purpose of this study is to find out how English teacher use TOEIC applications in listening to students and how students respond to the use of TOEIC applications in student listening. Most students argue that the hardest is listening, and some of them even have difficulties in understanding the teachers who are teaching English. It states that students still have difficulty in listening and become one of the obstacles in learning English. The used of media as a tool or means in teaching and learning English that is very useful for students and teachers. This research is to know how big influence of TOEIC application media in learning to listen English. The design taken in this study is pre-experimental design and the author also uses quantitative research methods in conducting research. Subjects in this study were students of class XI AKP1 in SMKN 2 Karawang which amounted to 32 students as a sample. The author used a listening test to collect data. The procedure used in this research is pretest, treatment and posttest. Pretest was given to students to measure their knowledge before treatment, treatment is the researcher teach about TOEIC application, and posttest is a final result from the treatment.

scholarly journals An Interview with Miriam Schcolnik: Reading, E-Reading and Writing and Their Assessment

2020 ◽  
Vol 16 (28) ◽  
Author(s):  
Michael F. Shaughnessy Shaughnessy
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Environments ◽  
English For Academic Purposes ◽  
Foreign Languages ◽  
Digital Tools ◽  
Learning Center ◽  
Online Learning Environments ◽  
Reading And Writing ◽  
Tel Aviv

Dr. Miriam Schcolnik (emerita) is the former Director of the Language Learning Center of the Division of Foreign Languages at Tel Aviv University. For three decades she coordinated and taught EAP (English for Academic Purposes) courses as well as a course in Technology in Language Teaching. She has developed many online learning environments, multimedia courseware packages, EFL textbooks, and teachers' resource books. Her research interests are e-reading and writing, and the use of digital tools to facilitate language learning and communication.

Student and Instructor Satisfaction with E-learning Tools in Online Learning Environments

2012 ◽  
Vol 8 (1) ◽  
pp. 76-86 ◽  
Author(s):  
Jared Keengwe ◽  
Watsatree Diteeyont ◽  
Assion Lawson-Body
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Tools ◽  
Efficient Technology ◽  
Online Learning Environments ◽  
Technology Tools ◽  
E Learning ◽  
Instructor Satisfaction

This study utilized Expectancy Confirmation Theory (ECT) and Technology Acceptance Model (TAM) to examine satisfaction of students and instructors toward online learning tools and resources in online learning environments. The study findings indicate that student expectation was the most important factor that helped the instructors to design and provide appropriate and efficient technology tools and resources to enhance student learning. Further, the instructors were satisfied with the technology tools and resources that were provided, as these helped them to achieve their instructional expectations. These findings could help to stimulate reflections on ways to improve and design useful e-learning tools and resources that could enhance effective teaching and learning in online environments.

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

English and Arabic Language Learning Environments

2020 ◽  
pp. 178-204
Author(s):  
Noraisikin Sabani ◽  
Anita Jimmie ◽  
Hanin Naziha Hasnor
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Template Analysis ◽  
Arabic And English ◽  
Perceived Experiences ◽  
Depth Interviews

The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

Use of Virtual Classrooms in Online Learning Environments

2013 ◽  
pp. 126-134
Author(s):  
Salih Gümüs ◽  
M. Recep Okur
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Virtual Classroom ◽  
Learning Tools ◽  
Online Learning Environments ◽  
Classroom Structure ◽  
Information Research ◽  
Internet Learning ◽  
The One ◽  
Research Action

With the help of enhancements in communication technologies, especially within the framework of opportunities provided by the internet, learning can be done both in traditional environments and online environments. Besides numerical content, online learning content has the ability to offer multiple learning tools together. The one which steps forward among these tools for providing communication and interaction is virtual classroom applications. In this study, virtual classroom structure in online learning environments is examined. Within the framework of the study, academic personnel who have experience with distance education and who have given courses in virtual classroom application are defined. In order to gain detailed information, research is designed qualitatively. After the data is analyzed, suggestions are provided by reporting the research. Action research design of qualitative methods is used in this study.

Improving the Quality of Online Learning Environments

2017 ◽  
pp. 278-300
Author(s):  
Komar Parveen Khan
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Specific Model ◽  
Design Guidelines ◽  
Online Learning Environments ◽  
Design Models ◽  
Design For Learning

In spite of the numerous changes in technology in the past decades, designers continue to utilize traditional instructional design models as a foundation for designing teaching and learning materials, which may not be suited for the design and development of online learning environments. A study was conducted to investigate the characteristics of an online-specific design model called Proactive Design for Learning (PD4L) (Sims, 2012; Sims & Jones, 2003) and its ability to address limitations of traditional design models. The study was conducted to examine in what ways the PD4L model would contribute to enhance the quality of online learning. Based on this research, this chapter will be able to provide readers with ideas on the ways the elements of an online specific model can serve as design guidelines, a framework or “a set of guiding principles” (Sims, 2011) for designers and developers to create quality teaching and learning environments.

scholarly journals What’s in a Name? The Experience of the Other in Online Classrooms

2014 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Cathy Adams
Keyword(s):  
Online Learning ◽  
Educational Research ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Online Courses ◽  
Virtual Learning Environments ◽  
The Other ◽  
Face To Face ◽  
Online Classrooms

Educational research has explored the potentials and problems inherent in student anonymity and pseudonymity in virtual learning environments. But few studies have attended to onymity, that is, the use of ones own and others given names in online courses. In part, this lack of attention is due to the taken-for-granted nature of using our names in everyday, “face-to-face” classrooms as well as in online learning situations. This research explores the experiential significance of student names in online classrooms. Specifically, the paper reports on one relational thematic that surfaced in a phenomenological study investigating experiences of teaching and learning online. 

scholarly journals The nature and application of formational learning in the distance medium

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Marilyn Naidoo
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
Current Literature ◽  
Theological Education ◽  
Teaching And Learning ◽  
Student Support ◽  
Approaches To Teaching ◽  
Education Students ◽  
Learning Contexts

As theological education increasingly uses more flexible approaches to teaching and the number of distance education students increases, more attention needs to be placed on how formational education takes places in this environment. It is assumed that we cannot successfully address student formation in online learning contexts. However, with the advances in technology, the debate has moved on to exploring how theological education might adapt to new teaching and learning environments and use new pedagogies and technologies to prepare students for ministry. This article poses the question of how formational education is possible in the distance environment, considering the nature of formational education. In attempting an answer, the foundational dynamics of formation are unpacked using an analysis of the current literature together with highlighting the essential pedagogical factors of community, student support and faculty that are central to student formation. This article is of value as it highlights how formational education can be locally adapted within the distance mode.

A Case Study of English Language Learning Strategies for University Students of Engineering Design Specialty

2013 ◽  
Vol 477-478 ◽  
pp. 1541-1544
Author(s):  
Yong Hong Sun ◽  
Xiao Wei Jiang ◽  
Ling Zheng ◽  
Xiang Dong Xu
Keyword(s):  
University Students ◽  
Language Learning ◽  
Engineering Design ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Cognitive Strategies ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Quantitative Research Methods

This research aims at investigating language learning strategies of students of English as a foreign language in China. Using the questionnaire SILL as an instrument, qualitative and quantitative research methods are used. 33 valid questionnaires of university students of Engineering Design Specialty have been collected. The data have been analyzed using SPSS Version 20. The results show that the university students of Engineering Design Specialty sometimes use the English learning strategies at medium level. They sometimes use Compensation strategies, Cognitive strategies, Metacognitive strategies, Affective strategies and Social strategies, and they generally do not use Memory strategies.

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