scholarly journals Online Language Learning for Thai EFL Learners: An Analysis of Effective Alternative Learning Methods in Response to the Covid-19 Outbreak

2020 ◽  
Vol 13 (12) ◽  
pp. 15
Author(s):  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Online Learning ◽  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Methods ◽  
Efl Learners ◽  
Online Language Learning ◽  
The World

Online language learning had already been an increasingly popular and useful method of language acquisition prior to spike in demand for alternative learning methods brought upon by the Covid-19 pandemic. As a tool that allows learning to continue without undue risk of exposure to the virus, it has increasingly become a new normal for students around the world, and Thai EFL learners specifically. As online learning has become more widely used in response to this worldwide plight, it has become accepted as an important tool and approach that can overcome the inherent dangers and limitations present in on-campus learning. This has become accepted in educational institutions around the world and is no less true for the Thai educational system. Educational technology (EdTech) has made significant progress in recent years, moving far beyond the simple ability of communication with your professor allowed by email and more recent systems of online assignment submissions. As the sophistication of EdTech advancements grows, it’s applications can be used to expand the reach and approachability of lessons beyond a formal classroom environment; thereby, increasing both the motivation and effectiveness of the learner. Modern teaching philosophy, across all subjects, actively encourages the incorporation of technology to aid in the facilitation of optimum teaching delivery. This is especially important for those teaching a new language (for our purposes, English to Thai learners), as these technological tools can facilitate greater understanding in an environment where the language barrier is otherwise an impediment. This paper looks to further analyze the effectiveness of online learning methods and tools, for both the instructors and the language learners. Furthermore, this paper will propose and review methods to integrate and use this technology in the classroom or other learning environment available. As distance learning is becoming a more prevalent methodology due to the untenable nature of holding class in enclosed, densely packed, spaces (i.e., your standard classroom), knowing more of both the technologies and their effectiveness in a language learning environment is of paramount importance. In this paper, the terms online instruction and integration are widely used and their use in the context of language learning is provided. This paper also explores the EdTech and devices relevant to the discussion and provides explanations of their use. To provide a proper foundation, we will also be discussing prior literature and findings pertaining to the use of technology in the context of English language learning. This paper will also provide and discuss the reaction and results obtained from online language learners using the proposed medium. These results were gathered from a combination of recorded online observations and measured learning outcome objectives. From the combination of material provided, studied, and analyzed, this paper concludes with a presentation of potential methods that may help instructors improve the English language acquisition of their students.

scholarly journals Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners

2021 ◽  
Author(s):  
Mohammad Mahyoob
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Online Education ◽  
Language Learning ◽  
English Language ◽  
Tertiary Education ◽  
Learning Performance ◽  
Efl Learners ◽  
Study Results ◽  
The World

COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning was the best solution for continuing education during the pandemic, especially in tertiary education. This study aims to determine the challenges and obstacles confronted by English language learners (EFL) in Science and Arts College, Alula, Taibah University, Saudi Arabia, during switching to online learning in the second semester of 2020 due to the COVID-19 pandemic. The contribution of this study is to evaluate the learners’ new experiences in online education and to assess the feasibility of the virtual methods of learning. This is achieved by analyzing 184 learners’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. It is found that the main problems that influence and impact online EFL learning during COVID-19 are related to technical, academic, and communication challenges. The study results show that most EFL learners are not satisfied with continuing online learning, as they could not fulfill the expected progress in language learning performance.

scholarly journals Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners

2020 ◽  
Vol 11 (4) ◽  
pp. 351-362
Author(s):  
Mohammad Mahyoob
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Online Education ◽  
Language Learning ◽  
English Language ◽  
Tertiary Education ◽  
Learning Performance ◽  
Efl Learners ◽  
Study Results ◽  
The World

COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning was the best solution for continuing education during the pandemic, especially in tertiary education. This study aims to determine the challenges and obstacles confronted by English language learners (EFL) in Science and Arts College, Alula, Taibah University, Saudi Arabia, during switching to online learning in the second semester of 2020 due to the COVID-19 pandemic. The contribution of this study is to evaluate the learners’ new experiences in online education and to assess the feasibility of the virtual methods of learning. This is achieved by analyzing 184 learners’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. It is found that the main problems that influence and impact online EFL learning during COVID-19 are related to technical, academic, and communication challenges. The study results show that most EFL learners are not satisfied with continuing online learning, as they could not fulfill the expected progress in language learning performance.

scholarly journals A Study On Online Language Learning Environment For College Students In Tamil Nadu

2021 ◽  
Vol 12 (5) ◽  
pp. 1573-1578
Author(s):  
J. Jeyarani, Et. al.
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Online Teaching ◽  
Tamil Nadu ◽  
English Language ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
Online Language Learning

Online learning environment and strategies provide ample and valid opportunities to explore, discover and perform with the wonders of technology. This paper surveys and analyses the online language learning environment of college students in Tamil Nadu. The study examines the specific advantages of the learning environment and the instructional methods employed in the virtual learning environment. The study is undertaken with college students from different districts of Tamil Nadu who underwent a pre-assessment and a post assessment before and after they participated in the structured online English language classes constituting the research. The study puts forward the use of technology, different modern teaching theories and practises, a deviation from normal teaching, innovative online teaching methods of English language skills, a difference of learning scenario, all intended to benefit students with different language levels and comprehensive capacities, and most significantly to balance and tone down lapses, if any, in online learning environment. The pre and post assessments of the participant students are statistically presented herewith which depicts the benefits as well as barriers of online language learning environment of college students in Tamil Nadu.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Relationship of School Environment and English Language Learning at Government Schools

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Muhammad Arfan Lodhi ◽  
Abdul Hye Sahar ◽  
Numra Qayyum ◽  
Samreen Iqbal ◽  
Huma Shareef
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
School Environment ◽  
English Language ◽  
English Language Learning ◽  
Population Parameter ◽  
Government Schools ◽  
Esl Learners

Academic success of language learners is not only determined by their level of intelligence but it is also associated with the learning environment provided to them. The current study is an attempt to investigate the factors which affect learning environment of English language learners at government schools. In this context a survey based research design was selected by following quantitative methodology. Sample was drawn from the population parameter of government schools. The students were selected randomly whereas teachers and head teachers were selected by using convenient sampling technique. A questionnaire was developed, validated and administered to know the perspectives of the selected respondents. Findings of the study revealed that suitable school environment provides significant contributions to ESL learners’ performance and accomplishment. The study also found that student-teacher and teacher-parent relationship promote and strengthen language learning capacity of ESL learners. It is highly recommended to develop such school environment which is conducive to English language learning; as environmental factors at school are as important as pedagogical interventions of ESL teachers.

A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment

2021 ◽  
Vol 20 (5) ◽  
pp. 1-16
Author(s):  
Fei Deng ◽  
Timothy V. Rasinski
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
General Tendency ◽  
L1 Transfer ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Major ◽  
Native Speakers Of English

This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

scholarly journals Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills?

2021 ◽  
Vol 7 (4) ◽  
pp. 30-41
Author(s):  
Elena Alcalde Peñalver ◽  
Jesús García Laborda
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Oral Communication ◽  
Online Learning Environment ◽  
Technical Problems ◽  
Level Of Satisfaction ◽  
New Situation

Employing technology has become imperative to accelerate learning efforts and offer methods to enhance interactions between learners, and among learners and tutors. In this paper, we investigate the difficulties faced by learners in learning virtually and, specifically, in English language learning, with a focus on oral communication skills. Research questions of this study are related to the main difficulties that students face to enhance their English oral communication skills. The tools and methodologies that worked best for them for this purpose are also in focus. In the literature we present a review of pertinent studies connected with learning responses in the COVID-19 period and those specifically related to the topic of our study. The methodology used for the study was an exploratory survey research design using a questionnaire to collect the necessary data for our research. Results showed that students highlighted technical problems as some of the main challenges, as well as not feeling completely comfortable in the online learning environment due to the lack of real communication, which also had an impact in the perception of their progress. They also found group video or audio calls to be the most useful tool for communication purposes. The results of this preliminary study are relevant to educational developers and policymakers. They give an understanding of aspects to be considered to improve the efficacy of learners’ when it comes to enhancing their English communication skills, such as difficulties regarding interaction or level of satisfaction in an online learning environment.

scholarly journals Reflections on Discussions of Literature: A Language Learning Environment to Promote Speaking Skills

2019 ◽  
pp. 846-850
Author(s):  
Cagri Tugrul Mart
Keyword(s):  
Language Acquisition ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Literature Discussions ◽  
Classroom Discussions ◽  
Solid Foundation ◽  
Construct Meaning ◽  
Speaking Skills

Classroom discussions of literature create a pedagogically sound platform in the ELT classroom for language acquisition to take place. The pedagogic rationale for embracing literature discussions lies in the claim that they lend the necessary guidance language learners need to construct meaning, promote comprehension and seek ways to articulate their ideas, opinions and interpretations. This article discusses benefits of implementing literature discussions with undergraduate ELT students to empower their growth in oral communication. The data revealed favorable responses toward using literature discussions in language learning with regard to their benefits in building a solid foundation for learners to experiment with language by means of dialogic exchanges for the development of speaking skills.

scholarly journals The Influence of Instructional Syntax to Engage EFL Students in Online Learning Environment

2019 ◽  
Vol 4 (1) ◽  
pp. 121
Author(s):  
Darmawansah Darmawansah ◽  
Setyabudi Indartono
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Group Discussion ◽  
Lesson Plans ◽  
English Language Learning ◽  
Online Learning Environment ◽  
Learning Session

This paper aims to analyse the instructional syntax for an online learning environment in English language learning. The data collection used lesson plans in a Spain-based English Academy. The research method used Hemphill’s engagement criteria to find the syntax characteristic in the lesson plans instructions. Also, the study analysed the factors of engagement during the learning session. The study revealed the frequencies of the instructional syntax used by EFL teachers and how these instructions engage the students. The lessons plans were coded to find the most syntax used and the engagement criteria. The result identified ‘ask’ is the most used syntax with 15.3% while inquiries method  (38.9%) was using the most in teaching students online. Moreover, the distribution item of engagement factors as EFL online teachers’ focus group discussion shows how the engagement model can be used for English learners. This study will contribute as an expanding method of English language learning in an online setting widely.

scholarly journals Causes of Language Anxiety in an ESL Classroom: Towards a Mentally Healthier Learning Environment

2021 ◽  
Vol 11 (9) ◽  
pp. 452-460
Author(s):  
Salina Sabri ◽  
Zulaikha Khairuddin ◽  
Syafiqah Johan Amir Johan ◽  
Khairunnisa Mohd Daud ◽  
Fatin Fatinah Shamshul Bahrn
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Negative Evaluation ◽  
Learning Anxiety ◽  
Perceived Success ◽  
Language Classroom ◽  
Esl Classroom

In a typical English language classroom, learners are expected to produce written sentences that are grammatically correct, and they are expected to sound native-like in their pronunciation. However, such expectations may cause anxiety and could potentially hinder the success of creating functional and successful language learners. This study aimed to understand undergraduate students’ language learning anxiety and their perceived success in an ESL classroom in the hopes of creating a mentally healthier language learning environment. Through a quantitative approach, the results of the questionnaire showed that reasons that led to undergraduate students’ anxiety in an ESL classroom were fear of tests, fear of comprehension, and fear of negative evaluation by peers. The results also showed that undergraduate students felt less anxious when lecturers provided non-threatening or mentally healthier environment for students to learn in their classroom. It can be concluded that a lecturer’s teaching styles and strategies affected students’ level of anxiety and can help ensure a mentally healthier language learning environment. From the findings, it is recommended that lecturers create a less formal and friendlier classroom atmosphere by providing psychological support and making students aware of the possible channels to seek help when needed.

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