Student Perception of Face-to-Face vs Online Language Training

2022 ◽  
Vol 13 (1) ◽  
pp. 0-0
Keyword(s):  
English Language ◽  
Student Perception ◽  
Educational Institutions ◽  
Face To Face ◽  
Core Content ◽  
Competing Demands ◽  
Language Courses ◽  
Questionnaire Form ◽  
Evaluation Of Teaching ◽  
Training Provider

Since the spring of 2020, practically all educational institutions have transferred instruction online. However, questions remain about whether online learning is as effective as face-to-face (F2F) one. This is especially relevant in the case of non-formal adult education, as students have competing demands on their time, established learning habits, and their relationship with a training provider is short-term. This paper compares results of students’ evaluation of teaching (SET) collected from two adult learner cohorts of similar demographic characteristics. While both cohorts had English language courses of the same core content and volume, one studied F2F, the other online. A Likert-type questionnaire form is used for the analysis. Analysis of the results from both groups reveals no statistically significant differences in students’ opinions. Moreover, students are consistent in their overall favorable attitude to both learning formats. A very slight preference towards F2F format is detected in some aspects of the course.

scholarly journals Insertion of English Subject in LL.B Syllabus: A Critical Analysis

2021 ◽  
Vol 4 (1) ◽  
pp. 125-132
Author(s):  
Barkat Ali ◽  
Abdul Quddoos Sial ◽  
Muhammad Hassan
Keyword(s):  
Legal System ◽  
Critical Analysis ◽  
English Language ◽  
Legal Education ◽  
Law Students ◽  
Structured Interviews ◽  
Face To Face ◽  
Education Commission ◽  
Language Courses ◽  
English Subject

Since the independence of Pakistan, English has been the language of the whole legal system including the judicial decisions of superior and subordinates courts. Indeed, in general, English language has been playing a pivotal role in order to understand the spirit of legal system, statutes, and judicial verdicts.  Therefore, the students of the legal education have been taught additional English subjects in the first three semesters as approved by the Higher Education Commission of Pakistan and endorsed the same by the Pakistan Bar Council with the aiming to enhance their understanding and improvement of English language. However, it is witnessed that the insertion of additional English language courses in the legal education has been criticizing. This research intends to critically explore the significance of English language courses and its liaison with the LL.B program. This treatise adopted a qualitative research method in order to achieve the proposed objective. It carried out an in-depth critical analysis of the insertion of English language courses. Further, face to face interviews of various law students and teachers have been conducted and transcribed accordingly in order to support this research. This study adopted a purposive sampling method because of legal research along with semi-structured interviews.

scholarly journals Effectiveness of E-learning Mode for Teaching English Language in Arab Universities

2018 ◽  
Vol 7 (7) ◽  
pp. 171
Author(s):  
Bilal Mohd Zakarneh
Keyword(s):  
English Language ◽  
Arab World ◽  
Analysis Tool ◽  
Listening Skills ◽  
Teaching English ◽  
Face To Face ◽  
Learning Platform ◽  
Language Courses ◽  
The Face ◽  
E Learning

E-learning is increasingly being embraced by the traditional academic institutions, hybrid educational organizations and newly established online organizations for teaching English and other subjects in universities in the Arab world. The present study investigated the effectiveness of using e-learning platform to teach the English language to students in Arab universities. Data was collected using a questionnaire and analysed using excel data analysis tool. Results revealed that e-learning platform is an effective platform for teaching English language. Participants held that they learned better via e-learning and that all English language courses should be taught through the e-learning mode. They consider e-learning platform as appropriate and better means for acquiring vocabulary, developing speaking skills, English language grammar, reading skills, writing skills, listening skills, and as a better mode of enhancing performance in English than the traditional classroom mode. They see e-learning as a better tool for testing and evaluation and prefer it to other traditional methods. Conclusion: e-learning can be more effective in learning English than the face-to-face classroom system.

scholarly journals Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses

2020 ◽  
pp. 1-21
Author(s):  
Iwona Mokwa-Tarnowska
Keyword(s):  
English Language ◽  
Face To Face ◽  
Online Collaborative Learning ◽  
University Of Technology ◽  
Online Tools ◽  
Language Courses ◽  
E Learning ◽  
Analyse Data ◽  
To Come ◽  
Learning Options

With various aims and objectives, syllabi of e-learning, blended learning and webenhanced courses meant for a particular group of undergraduates or postgraduates, may vary substantially. However different they are, they are likely to show behaviourist ideas embodied in instructional design. A plethora of online tools (text based, image based, multimodal production and collaborative ones) can increase students’ learning experiences, as they offer opportunities for interactions that are not available in a traditional, instructivist classroom setting. Thus, a university language course with web-enhanced components offers more versatile learning options than face-to-face classes, which may result in students becoming more competent and competitive workers in the years to come. By using online tools such as ThingLink, mural, quip, easel.ly, infogram and venngage to collect and critically analyse data, they learn in a new active way, in a more genuine environment. This way of engaging students helps them to achieve learning outcomes structured around communication, teamwork, media literacy and language skills. These ideas are supported by students’ opinions and attitudes expressed in the surveys conducted at Gdańsk University of Technology in the years 2017–2019.

Framing Syllabi For Developing English Language Proficiency Bridging Gaps In English Teaching At The Tertiary Level

2019 ◽  
Vol 5 (4) ◽  
pp. 9-13
Author(s):  
C. MONSINGH DANIEL
Keyword(s):  
Language Proficiency ◽  
Career Advancement ◽  
English Language ◽  
Global Market ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Tertiary Level ◽  
English Teaching

The English Language holds primacy in several levels of employment. This has drawn appeal towards the language as a valuable tool towards having an edge in ones skill set. Capitalizing on the image that English builds for ones employability and career advancement has become a trend set by employer and employee alike. It does indeed have its appeal in a global market, but its demand is due to the inability of educational institutions to provide verifiable and considerable output in students who are proficient in the English Language. Therefore the search for candidates with quality English skills is rather sparse in number. Attempts are of course made by academicians to change this reality but not to the level of a massive turnabout.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique

2020 ◽  
Author(s):  
Edbert Jay M. Cabrillos ◽  
◽  
Rowena S. Cabrillos ◽  
Keyword(s):  
Participant Observation ◽  
Video Recording ◽  
Ethnographic Study ◽  
The Other ◽  
Educational Institutions ◽  
Face To Face ◽  
Factors Influencing ◽  
Photo Documentation ◽  
Language Pattern ◽  
Art And Language

Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.

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