Students' opinions on online classes of English: Possibilities and limitations

Online classes are not a brand-new concept in teaching languages. The use of Internet and different applications and platforms in everyday life all probably contributed to recognizing online classes as a convenient way for language teaching. There has been a plethora of research on online classes, their benefits and weaknesses, as well as on students' attitudes towards this type of learning. Since there are many benefits of integrating online materials into language teaching programmes, some language practitioners are eager to use these regularly, whereas some still hesitate and use this type of teaching rarely or not at all. However, the year 2020 forced all university teachers to conduct online classes due to the COVID-19 pandemic, since it was impossible to conduct face-to-face instruction in classroom setting. This opened up new possibilities, but brought about various problems as well. Having all this in mind, this paper aims to show how university students perceived the online classes of English during the declared national state of emergency in Serbia. These particular students attended online English classes at the Faculty of Agriculture, University of Belgrade, in the spring semester of 2020. An extensive, online questionnaire designed for the purposes of the study was used to examine students' opinions on various aspects of online classes, their assessment of important technical, contextual, and psychological factors in the process, as well as their motivation to participate in online classes. The results of the analysis show that the respondents were highly motivated for this type of English language classes. They predominantly positively assessed practically all analyzed aspects of online classes, including the observed equivalence of knowledge acquired in face-to-face and online classes, as well as the equal interactivity of both types of classes. The level of self-assessed digital literacy of respondents was fairly high, which must have helped students to a great extent in successively attending the classes. As for the main advantage of online classes, most respondents stated that they were able to attend classes from home, which saved their time and facilitated communication. They also liked the atmosphere in online language classes. The most commonly stated disadvantage of this type of classes is poor internet connection, followed by the related interruptions of sound and video. The dominant attitude of the respondents was that English classes at the university should be conducted as hybrid courses, which implies that they should be a combination of face-to-face teaching and online classes. Although small-scale, the findings of this pilot research can help pinpoint the weaknesses of online classes, as well as offer useful suggestions aimed at improving them in the future. For instance, since students mostly use their mobile phones to attend online classes, it would be convenient for the class activities to be accessible and manageable through different social media apps. Still, it may be argued that the findings are limited in scope since the study was conducted on the sample of students of only one faculty of the University of Belgrade; additionally, it explored the experience with only one online course these students attended. Therefore, the research may be expanded by exploring the potential of online classes in different subject courses, as well as at other faculties.

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What disability? I am a leader! Understanding leadership in HE from a disability perspective

Educational Management Administration & Leadership ◽

10.1177/1741143216662923 ◽

2016 ◽

Vol 46 (3) ◽

pp. 457-473 ◽

Cited By ~ 1

Author(s):

Mahmoud Emira ◽

Stephanie Brewster ◽

Neil Duncan ◽

Angela Clifford

Keyword(s):

Mixed Methods Research ◽

Small Scale ◽

Informal Leadership ◽

Online Questionnaire ◽

Face To Face ◽

Telephone Interviews ◽

Support Strategies ◽

Per Se ◽

Formal Leadership ◽

The University

This article is based on the findings of an externally funded, mixed-methods research project conducted at one English university. This small-scale project aimed to examine leadership, barriers to becoming a leader and the support needed to overcome them, from the perspectives of disabled staff. An online questionnaire was sent to all 66 members of staff who had disclosed their disabled status to the university and 22 responses were received. Twelve participants were then interviewed as two focus groups to discuss their views on leadership and its relation to their role. Six more respondents opted for individual face-to-face/telephone interviews. The findings indicated that over half of the respondents were already engaged in ‘formal’ leadership and even more exercised ‘informal’ leadership. This key finding seems to contradict the under-representation of disabled academics in leadership reported in the literature. Despite their engagement in leadership, disabled staff faced several institutional and personal barriers. The findings suggest that having an impairment per se might not necessarily deter disabled staff from exercising leadership. A number of support strategies are recommended to facilitate their participation in (formal) leadership.

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Challenges of Virtual Education during the COVID-19 Pandemic: Experiences of Mexican University Professors and Students

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.3.12 ◽

2021 ◽

Vol 20 (3) ◽

pp. 188-204

Author(s):

Claudia Patricia Contreras ◽

David Picazo ◽

Aixchel Cordero-Hidalgo ◽

Paola Margarita Chaparro-Medina

Keyword(s):

Online Teaching ◽

English Language ◽

Traditional Education ◽

Online Classes ◽

Spring Semester ◽

University Professors ◽

Face To Face ◽

Virtual Classes ◽

The University ◽

Successful Students

Students’ and university professors’ challenges due to the COVID-19 worldwide pandemic have been enormous. Without prior notice, they had to switch from traditional education to virtual teaching. This study’s objective was to identify the perception of students and professors of the Bachelor in the English Language from the University of Chihuahua, Mexico, during the transition to virtual classes due to the pandemic. Researchers applied a survey of 28 items with a Likert scale to 152 students during the spring semester 2020 and the second instrument of 51 items to 26 professors. The students reported having complications in connectivity (21%) and difficulties interacting with professors and classmates (34%). Many students reported experiencing anxiety (69.1%) and feeling isolated (62.5%). Most agree that they learn better in face-to-face classes (85%). In turn, the professors agree that the students had a lower performance than in a face-to-face semester (69.3%). Despite this, the professors affirm that they followed the program to the letter (92.3%) and completed the programmed contents (84.6%). Besides, 92.3% of the academics are confident to face a new semester in virtual modality, if necessary. Although we can say that the transition from face-to-face to virtual classes in the institution was successful, students and professors encountered difficulties and disadvantages in the use of platforms for online classes. The benefit of this research´s findings is understanding the University must have all the necessary elements in place for online teaching. It must establish a formal regulation of virtual programs that includes professor´s and student´s profile, as well as the strategies to be followed. The students’ and professors’ perceptions highlight the crucial elements that professors need to consider to teach virtual classes and take advantage of these lessons to face the future better.

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A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

International Journal of Higher Education Management ◽

10.24052/ijhem/v08n01/art-6 ◽

2021 ◽

Vol 08 (01) ◽

Author(s):

Yilin Huang ◽

◽

Sohani Gandhioke ◽

Keyword(s):

Second Language Acquisition ◽

Teaching And Learning ◽

Language Teaching ◽

Learning Task ◽

Online Questionnaire ◽

Efl Learners ◽

English Classes ◽

English Class ◽

English Major ◽

Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

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The Challenges and Opportunities of Using Mobile Devices to Attain Māori Language Proficiency

10.26686/wgtn.17006608.v1 ◽

2021 ◽

Author(s):

◽

Tabitha Gaylyn Kura McKenzie

Keyword(s):

Second Language Acquisition ◽

Mobile Devices ◽

Language Proficiency ◽

Mobile Device ◽

New Technologies ◽

Electronic Devices ◽

Small Scale ◽

Educational Settings ◽

Face To Face ◽

Face To Face Instruction

<p>What are the effects of using mobile devices as part of teacher professional development focused on teaching and learning the Māori language for Māori immersion educational settings? Answers to this question are explored by researching the extent to which electronic devices could be an effective strategy to address the crisis of the continuing decline of the Māori language. Another issue explored in the research is whether learners make expected gains in language proficiency through the use of mobile devices in comparison to standard face-to-face methods of language instruction. An indigenous framework, Hei Korowai, was used to guide the research and ensure the practices used were culturally appropriate, particularly when entering into and negotiating the research project with participants. Kaupapa Māori and Māori centred approaches were also drawn on to gather data from semi-structured interviews, observations of mobile device use, online questionnaires, and Māori language proficiency tests results. Fifty two participants in total took part in the research, 46 from a PLD programme that used mobile devices and 6 from a separate PLD programme that used mainly face-to-face instruction. Electronic forms of second language acquisition could be advantageous for learners to access audio and video content on the move and at a time, pace and place convenient for them. The capacity to have literally a library’s worth of resources, functions and internet connectivity all in one tool and at the touch of a button could also be of particular significance to users. Conversely, participant attitudes about technology, varied needs for initial and on-going training in how to operate the electronic devices, and interaction preferences were challenges experienced with utilising the device as part of the language learning and teaching process. Videos viewed on the device could also be seen as one-way learning with a lack of spiritual connection and no opportunities for discussion about content, potentially causing road blocks for learners who need extra support. Face-to-face instruction was a preferred method for participants and the physical presence of the teacher highly valued to allow the space to pose and answer questions and receive an immediate response, which is not possible when learning via videos on a mobile device. However, there was acknowledgement of the complementary nature and value of utilising the mobile device followed by face-to-face meetings. Evidence suggests that Māori have been quick to adopt and adapt new technologies since the arrival of the early settlers to the shores of Aotearoa. Could technology be the panacea, the cure-all for the revitalisation of the Māori language, a tool that provides access to language, culture and identity to the multitudes? This research tests the hypotheses in the context of two items of modern technology, the iPod Touch® and the iPad®. The limitations of the research include potential bias in interpretation given the researcher’s insider position, the relatively small scale of the project, and the absence of a widely accepted theoretical framework for mobile learning. Critical questions that still remain are the implications of promoting ‘one Māori language’ for a large-scale programme and the risks in doing so for the preservation of tribal dialect and community identity. This study has, however, begun the conversation about the use of mobile devices in Māori medium educational settings, and it may contribute to an understanding of how to design technologies, media, and interactions to support learning within these settings towards innovative practices.</p>

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Research on the Students’ Perception and Evaluation of Task-Based Language Teaching Approach at the University English Classes

10.1145/3481056.3481105 ◽

2021 ◽

Author(s):

Anastasia V. Lazareva ◽

Anastasia A. Karnaukhova

Keyword(s):

Language Teaching ◽

Teaching Approach ◽

English Classes ◽

The University

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A mediação da informação em bibliotecas universitárias Brasileiras

10.31219/osf.io/z68xc ◽

2019 ◽

Author(s):

Ana Roberta Mota ◽

Maria Manuel Borges

Keyword(s):

Digital Media ◽

Information Science ◽

Online Questionnaire ◽

Academic Environments ◽

Face To Face ◽

Use Of Technology ◽

Reference Process ◽

Reference Librarians ◽

The Subject ◽

The University

In a scenario of major changes caused mainly by the use of technology in academic environments, the article approaches information mediation concepts in the Brazilian, Portuguese and French scientific literature with the objective of identifying the main theoretical aspects from the areas of information science and of the communication, employees to the university library together with the vision of the Brazilian reference librarians on the term mediation of the information to find convergent and / or divergent points and to understand how occurs the mediation of the information realized in university libraries. In the methodology applied, of a qualitative character, the bibliographical research was used to identify the approaches given by the authors about the mediation of the information. Next, an online questionnaire was used to gather information about the understanding of reference librarians on the subject, focusing on the services offered in libraries. The results lead us to state that reference librarians understand the mediation of information and are aware of their role as mediators. However, the reference process was poorly detailed by the librarians and some confusion of what it is, how it is done, and in what medium it is made were identified in the answers. However, it can be reiterated that the reference process occurs in face-to-face or digital media, mainly in the orientation of the librarian to the user to meet an expressed informational need.

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Telemedicine and molecular Sars-CoV-2 early detection to face the COVID-19 pandemic

10.1101/2021.09.29.21264314 ◽

2021 ◽

Author(s):

José Cherem ◽

Victor Satler Pylro ◽

Katia Poles ◽

Richardson Costa Carvalho ◽

Ewerton Carvalho ◽

...

Keyword(s):

Academic Community ◽

Contact Tracing ◽

Online Classes ◽

Remote Work ◽

Sample Collection ◽

Face To Face ◽

Online Consultation ◽

Nasal Swabs ◽

Qpcr Method ◽

The University

AbstractThe COVID-19 pandemic brought a series of challenges to the academic community. Social distancing measures imposed the interruption of face-to-face activities besides the implementation of remote work and online classes. For safe and gradual return, the monitoring of individuals, quick detection of infection, contact tracing, and isolation of those infected became essential. In this sense, we developed strategies to face the pandemic at the Federal University of Lavras (UFLA) - Brazil. A Telemedicine Program (TeleCovid) and the assemblage of a laboratory for SARS-CoV-2 molecular diagnosis (LabCovid) were essential measures for monitoring, preventing, and controlling outbreaks at the university. TeleCovid works with a team of students who guide and answer questions regarding COVID-19 and, when necessary, make the referral for online consultation with medical professionals. In the suspicion of SARS-CoV-2 infection, the doctor refers the patient for testing at LabCovid. LabCovid performs the sample collection using nasal swabs, followed by processing samples by the RT-qPCR method. We have placed all positive patients in isolation and tested their contacts. This approach meant that positive cases were identified early, thus avoiding outbreaks in different environments in face-to-face activities.

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Facebook as a Virtual Learning Space to Connect Multiple Language Classrooms

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v45i1.8549 ◽

2015 ◽

Vol 45 (1) ◽

pp. 44-69

Author(s):

Paul L. Sebastian ◽

Rob A. Martinsen

Keyword(s):

Virtual Learning ◽

Learning Spaces ◽

Student Interactions ◽

Learning Space ◽

Face To Face ◽

Language Classes ◽

Language Classrooms ◽

Project Data ◽

The University ◽

Student Reports

This study examined the potential of the Facebook group utility inassisting 54 university Spanish students and pre-service Spanishteachers as they explored their roles as teachers and learners.Participants represented two Spanish language classes and twoSpanish teaching methods classes at the university level. These classeswere combined into a Facebook group and student interactions wererecorded. A qualitative case study was used to frame the 12 weekresearch project. Data were collected from the Facebook group wall,weekly student reports, and a final optional survey (n = 42). Resultswere organized with respect to how participants used the Facebookgroup, how the virtual and physical learning spaces were connected,benefits of participation as perceived by the students, and genuinenessof student contributions. Recommendations are offered for thoseconsidering the implementation of similar virtual learning spaces asextensions of face-to-face foreign language or teacher trainingclassrooms.

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FRAMEWORK FOR TEACHING PARALLEL FLIPPED CLASSROOMS

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13798 ◽

2019 ◽

Author(s):

Ioana Rontu ◽

Mohammed Moshirpour ◽

Sepideh Afkhami Goli ◽

Fatemeh Sharifi ◽

Ehsan Mohammadi

Keyword(s):

Learning Styles ◽

Flipped Classroom ◽

Learning Experience ◽

Lessons Learned ◽

Post Secondary ◽

Face To Face ◽

Flipped Classrooms ◽

Course Material ◽

Face To Face Instruction ◽

The University

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.

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