Language Learning in Distance Education

White, Cynthia

doi:10.1017/cbo9780511667312

Cited by 250 publications

(142 citation statements)

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“…The adequacy of resources to support the use of the CALL activity Teles, & Turoff, 1997;Hauck & Haezewindt, 1999;Lynch, 2002;White, 2003). Instead, this literature review looks at online language learning as a system, and the role of the teacher as one of the stakeholders in the learning process.…”

Section: Language Learning Potentialmentioning

confidence: 99%

“…Online language learning has steadily increased in popularity over the last decade with the growth of the internet and the proliferation of computers at home and in educational settings ranging from K-12 to post-secondary (Felix, 2003a;Hubbard & Levy, 2006;Stickler & Hauck, 2006a;White, 2003). White (2003) indicated that there were more than 1300 distance language courses from the 55,000 distant courses registered in 130 countries.…”

Section: Introductionmentioning

confidence: 99%

“…White (2003) indicated that there were more than 1300 distance language courses from the 55,000 distant courses registered in 130 countries. She added that the common perceptions of online courses as cost-and time-effective have pushed more providers into the field of online language learning.…”

Section: Introductionmentioning

confidence: 99%

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Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Compton

2009

Computer Assisted Language Learning

235

198

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This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are provided to help language teacher training programs prepare future language teachers for online language teaching.Keywords: online language teaching; skills; roles; responsibilities; language teacher education; framework IntroductionOnline language learning has steadily increased in popularity over the last decade with the growth of the internet and the proliferation of computers at home and in educational settings ranging from K-12 to post-secondary (Felix, 2003a;Hubbard & Levy, 2006;Stickler & Hauck, 2006a;White, 2003). White (2003) indicated that there were more than 1300 distance language courses from the 55,000 distant courses registered in 130 countries. She added that the common perceptions of online courses as cost-and time-effective have pushed more providers into the field of online language learning. While the notion of language learning at a distance is not a new phenomenon, rapid developments in communication technology have increased the demand for online language learning that involves connection of learners, both asynchronously and synchronously as well as autonomous learning.The online context of language learning has prompted the need for new teaching approaches and teaching skills that are different from those used in teaching face-to-face language courses (Hampel & Stickler, 2005). These new teaching skills are crucial for teaching online language courses 'whose subject matter is communication' and especially at the lower level where there is a 'need to focus on the form of interaction as well as the content' (Hampel & Stickler, 2005, p. 312). Additionally, it requires skills that are different from teaching other subjects online. However, there seems to be little concerted effort in this direction as the increase in online language learning has not been matched with an increase in teacher training for language teachers beyond the technical and softwarespecific skills. Moreover, the vast research and best practices for teaching online may not translate well for online language teaching.Despite a multitude of research-based publications and best practices relating to computer assisted language learning (CALL), including online language learning, there is a dearth of resources on how to prepare teachers for online language teaching and the skills needed for this new teaching environment. To date, no literature review has been published specifically on the skills needed for online language teaching. This literature review is therefore an effort to fill the gap by synthesising the existing but limited literature and providing recommendations for teacher training programmes. However, before proceeding in depth with the synthesis and recommendations, this lit...

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Section: Language Learning Potentialmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Compton

2009

Computer Assisted Language Learning

235

198

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“…In her book, White (2004) looked ahead towards new teaching and learning spaces, believing that this "involves a complete rethinking of all aspects of practice, for all participants. It means working with an interconnected community of learners, using a number of new media […] and it means higher levels of interaction and collaboration, which in turn require particular kinds of skills, motivation and commitment."…”

Section: Resultsmentioning

confidence: 99%

Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme

Hampel

Arcos

2013

Innovation in Language Learning and Teaching

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This article examines the introduction of new online technologies to support distance language learning in a higher education institution in the UK, charting the development from using telephone conferencing in the 1990s to the implementation of Moodle and videoconferencing more recently. It uses the sociocultural concept of the learner-context interface (White 2003) to emphasize the centrality of both learners and context in the design and delivery of technology-supported language courses rather than making the development of computer-mediated learning opportunities the main focus.Building on research and evaluation work carried out over more than 15 years, the authors of this article analyze the issues that have arisen and that have affected change regarding technology and pedagogy. Central areas of investigation in terms of the learners were found to be interaction, learning communities, metacognition, literacy, affect and learner support; in terms of context they include task design, teacher roles and teacher skills. In the conclusion, limitations of the research and new developments are outlined.

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“…The concepts of autonomy and self-regulation do not suggest a state of independence on the part of the learner, but rather reflect the idea of collaborative control, in which teachers help learners build competencies and capacity through strategy training and task management (White, 2003). Autonomy involves both choice of what, when and how to learn and capacity for taking responsibility (Holec, 1981;Little, 1991;Hurd, 1998Hurd, , 2005White, 2003). SRL focuses predominantly on how to learn (Andrade & Evans, 2012) and, as such, was the focus of instructional materials in the course upon which this study is based.…”

Section: Theoretical Approachmentioning

confidence: 99%

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

Andrade

2014

European Educational Research Journal

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Distance learning that incorporates technology-enhanced learning environments provides a solution to the ever-increasing global demand for higher education. To be successful in these contexts, learners must be self-regulated, or have the ability to control the factors affecting their learning. Based on the theories of transactional distance, self-regulated learning (SRL) and language acquisition, the model of self-regulated distance learning has been shown to increase learner selfregulation and success. The current exploratory study examined the role of dialogue and structure on the effectiveness of SRL activities in an English language course based on this model. The study examined student responses and related teacher feedback to SRL activities as well as course structural components to determine how dialogue (i.e. teacher feedback) and structure helped or hindered learners in gaining full benefit from the SRL course component. Findings indicated that a lack of dialogue and missing structural elements were related to students completing the activities superficially, with inappropriate sequencing, or not doing them at all. Across the two semesters studied, the teachers varied in the extent and quality of their feedback, and structural problems undermined the value of the activities. Consequently, changes were made in course set-up and teacher training provided.

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Language Learning in Distance Education

Cited by 250 publications

References 0 publications

Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Preparing language teachers to teach language online: a look at skills, roles, and responsibilities

Interacting at a distance: a critical review of the role of ICT in developing the learner–context interface in a university language programme

Dialogue and Structure: Enabling Learner Self-Regulation in Technology-Enhanced Learning Environments

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