Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic

Abstract

Due to the outbreak of the pandemic in 2020, numerous schools have had to shut down. Many universities are still continuing the distance learning model in 2021, including Taiwan. Although the benefits and challenges of distance learning have been extensively studied, there has been less research on whether the ICLHE (Integrated Content and Language in Higher Education) approach, which greatly relies on face-to-face interaction and collaborations with peers, can work well in a distance learning model. Thus, 4 weeks of synchronous ICLHE teaching was conducted as a trial in a Taiwan university. The students were asked to complete a weekly online survey to evaluate their learning, the practitioner’s teaching, and the platform. Results revealed that ICLHE may not work well in a distance learning situation due to decreasing motivation, greater distraction, lack of actual interaction, peer pressure, teacher monitoring, and practitioner’s fatigue. The study cautions against implementing ICLHE according to a distance learning model.

Integrating Content and Language to Teach ESP Writing Online with the Assistance of Google Docs

“…Being ignorant and refusing to engage in learning is the big homework until the end of the course. This type of obstacle may be due to demotivation or a lack of face-to-face interaction (Yang & Yang, 2022).The finding of the present research is a bit contrary to the common challenges faced by CLIL teachers, which are frequently about CLIL teachers' competence, resources (Le & Nguyen, 2022), learning strategies, and teachers' support (Lazarević, 2022).…”

The quantitative evaluation of subjective satisfaction with digital media in L2 acquisition in younger adults: A study from Europe, Asia, and Latin America

“… Pham and Nguyen (2021) in their study show that interaction with peers, the quality of course content, and the teacher’s pedagogical role as a provider of meaningful feedback, and self-regulation are good predictors of students’ satisfaction with online FL classes. In addition, Yang and Yang (2021) point out that such an online mode of FL learning is more suitable for learners with a higher level of FL proficiency. Their results also reveal that students had a more reserved attitude toward online FL instruction since they felt that their FL learning was affected by decreasing motivation, greater distraction, lack of actual interaction, peer pressure, teacher monitoring, and practitioner’s fatigue.…”

Online Learning during the Pandemic: A Qualitative Investigation of L2 CLIL Students Perceptions and Learning Challenges in China

“…Meanwhile, an investigation into the effectiveness and disadvantages of online learning is becoming a prevailing dispute in research. In developing countries, such as Pakistan and China, according to the comments of the interviewees(faculty members and students), the distant or online education paradigm appears to have more disadvantages than positives [7]; [4]. However, students in developed countries generally have the opposite opinion.…”

“…Hence, they conducted a blended learning system, which meant to teach students in a combination of online and offline contexts [3]. In the era of the pandemic, the online learning approach is presently replacing rather than supplementing traditional classroom instruction [4]. It is noticeable that online teaching is emerging as an essential part of the form of teaching [5].…”

“…For instance, in China, most schools use Tencent or Zoom to conduct online learning. However, even though conducting online classes increase the flexibility both for teachers and students, they are likely to feel lonely, powerless, or nervous, with little time or support to swiftly adjust to an educational modality they have rarely or never seen before [4]. Previous researchers mainly focused on conducting quantitative research to investigate learners' perceptions [8] [9], and performance [5].…”