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 The Development of E-Learning Tools Used for Teaching English for Law Enforcement

2021 ◽  
Vol 13 (1) ◽  
pp. 181-200
Author(s):  
Judit Borszéki
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
English Language ◽  
Learning Tools ◽  
Teaching English ◽  
Legal Documents ◽  
Real Presence ◽  
Language Courses ◽  
E Learning ◽  
Training Courses

International (operational and training) activities carried out by law enforcement officers have been accompanied by the growing realisation of the fact that it is essential for those involved in them to communicate efficiently, in one common language, basically English. However, even in the last few years, the gaps between the foreign language skills of the law enforcement professionals and the need for further foreign (mainly English) language training courses have been underlined several times in international professional and legal documents. Also, the fact that specific-purpose English language courses continue to be important content elements of the curricula both of national law enforcement training institutions and the two largest EU agencies involved in the training of police officers, as well as border and coast guards (CEPOL and Frontex), proves that this problem still exists. Using the qualitative research and providing an overview and evaluation of the most significant e-learning trends and tools used in teaching English for Law Enforcement by CEPOL and Frontex in the last decade, the paper discusses the progress made in this field in terms of both quality and methodology. It presents technical limitations of certain e-learning tools and points to the course developers’ ensuing realisation that the virtual or real presence of the teacher is indispensable in language courses.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2012 ◽  
pp. 245-257
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

Impact of E-Adoption on Teaching and Learning in the Context of Teaching French

2010 ◽  
Vol 2 (3) ◽  
pp. 26-38 ◽  
Author(s):  
Christèle Joly ◽  
Nathalie Iseli-Chan
Keyword(s):  
Teaching And Learning ◽  
New Technologies ◽  
Face To Face ◽  
Learning Platform ◽  
Chinese University ◽  
Conventional Teaching ◽  
Language Courses ◽  
E Learning ◽  
Ict Tools ◽  
Technology And Communication

Growing use of information technology and communication (ICT) tools in language courses with communication at their core has brought opportunities as well as challenges in the predominantly conventional face-to-face context of the classroom. When the French programme in the Department of Linguistics and Modern Languages at The Chinese University of Hong Kong started to integrate an e-learning platform into all language courses, students as well as teachers showed reservations and even disbelief. However, it was unexpected to observe such an interdependent relationship between new technologies and the conventional teaching approach. In this paper, the broad implications of the e-adoption applied to learning French as a foreign language are investigated to highlight students’ learning habits and learning process. The strategies used to make technology act as a facilitator across cultures, and various ways to savoir-faire diffusion are also discussed. The study shows how new technologies modify in-class teaching, while the traditional face-to-face teaching and learning approach can influence choices in the use of different web tools that lead to blended models of education.

scholarly journals Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level

2019 ◽  
Vol 9 (1) ◽  
pp. 269-287
Author(s):  
Artur Baranowski
Keyword(s):  
Higher Education ◽  
English Language ◽  
Education Level ◽  
University Teaching ◽  
Teaching English ◽  
Student Groups ◽  
Biology Students ◽  
Learning Platform ◽  
E Learning

The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affect the number of vocabulary memorized.

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.

scholarly journals Implementation of electronic platforms in the process of teaching English as a foreign language

2021 ◽  
Vol 103 ◽  
pp. 02016
Author(s):  
Elena L. Avdeeva ◽  
Lyudmila S. Chikileva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Academic Program ◽  
Teaching English ◽  
Personal Learning ◽  
Learning Platform ◽  
E Learning ◽  
The University ◽  
Support Students

This research assesses the results of electronic platforms implementation in the process of teaching English at the University and effectiveness of this technology in facilitating English language learning. The paper reports the outcomes of the research targeted to evaluate the enforcement of the electronic platform Rosetta Stone (RS) and its role in terms of academic achievement. For collecting data, we used combined procedures including quantitative as well as qualitative. The quantitative method incorporated students’ responses to statements by means of a paper-based questionnaire. The qualitative element comprised interviews, which the researchers had with their students. Students shared their points of view about their work with RS. Results suggest that the attitude of students towards application of e-learning platform can be taken into consideration as an important component for effective enhancement of the academic program. Special attention is given to personal learning environment (PLE). PLE is considered to be of great importance for developing teaching focused on individual learners. The current study proves integration of electronic platforms with language material can support students in language learning. It gives learners good chances to choose educational content taking into consideration their professional development and the level of foreign language skills and abilities.

scholarly journals Teaching Mathematics at Distance: A Challenge for Universities

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Rosalinda Cassibba ◽  
Daniela Ferrarello ◽  
Maria Flavia Mammana ◽  
Pasquale Musso ◽  
Mario Pennisi ◽  
...  
Keyword(s):  
Teaching Mathematics ◽  
State University ◽  
Distance Teaching ◽  
Face To Face ◽  
University Mathematics ◽  
Learning Platform ◽  
E Learning ◽  
University Level ◽  
Teaching Modality ◽  
The Way

The focus of this research is how Sicilian state university mathematics professors faced the challenge of teaching via distance education during the first wave of the COVID-19 pandemic. Since the pandemic entered our lives suddenly, the professors found themselves having to lecture using an e-learning platform that they had never used before, and for which they could not receive training due to the health emergency. In addition to the emotional aspects related to the particular situation of the pandemic, there are two aspects to consider when teaching mathematics at a distance. The first is related to the fact that at university level, lecturers generally teach mathematics in a formal way, using many symbols and formulas that they are used to writing. The second aspect is that the way mathematics is taught is also related to the students to whom the teaching is addressed. In fact, not only online, but also in face-to-face modality, the teaching of mathematics to students on the mathematics degree course involves a different approach to lessons (as well as to the choice of topics to explain) than teaching mathematics in another degree course. In order to investigate how the Sicilian State university mathematics professors taught mathematics at distance, a questionnaire was prepared and administered one month after the beginning of the lockdown in Italy. Both quantitative and qualitative analyses were made, which allowed us to observe the way that university professors have adapted to the new teaching modality: they started to appropriate new artifacts (writing tablets, mathematical software, e-learning platform) to replicate their face-to-face teaching modality, mostly maintaining their blackboard teacher status. Their answers also reveal their beliefs related to teaching mathematics at university level, noting what has been an advantageous or disadvantageous for them in distance teaching.

scholarly journals ESL Teachers’ Challenges in Implementing E-learning during COVID-19

2021 ◽  
Vol 20 (2) ◽  
pp. 330-348
Author(s):  
Brenda Anak Lukas ◽  
Melor Md Yunus
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Learning Technologies ◽  
Esl Teachers ◽  
Policy Makers ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Readiness To Adopt ◽  
Learning With Technology

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

scholarly journals Students' Perception on Blended Learning in English Listening and Speaking Class

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Language Learning ◽  
English Language ◽  
Language And Culture ◽  
Face To Face ◽  
Learning Platform ◽  
Face To Face Learning ◽  
Communicative Teaching ◽  
Listening And Speaking

<p>Nowadays, the communicative teaching has been influenced by the development of technology. Becoming interactive teacher would not be enough if it is not supported by technology usage. Online learning in this case has been a powerful tool to help language learners during their learning progress.  It is said that that online instruction raised the good and average student’s reading performance and the performance of the lowest-performing as well. In listening and speaking, online learning can help students improve their pronunciaton as well the comprehension skill. Therefore, the following study is designed to find out the students’ perceptions towards the use of both online and face-to-face learning in listening and speaking classroom. There are 30 students from the 1<sup>st</sup> and 3<sup>rd</sup> semester of English Language and Culture Departement and they joined the class for 1 semester. Online learning platform used was taken from Cambridge Learning Management System integrated with Unlock 2 and Unlock 4 books as the source of learning. The result shows that most of the students see online learning as an alternative tool to help them during their learning process.<strong></strong></p><strong>Keywords: </strong>blended learning, online learning, face-to-face learning, language learning

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