Learners' and teachers' perspectives on language online

Murday, Kimmaree; Ushida, Eiko; Chenoweth, N. Ann

doi:10.1080/09588220801943718

Cited by 85 publications

(67 citation statements)

References 8 publications

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“…Just 6% of the students declared that the online teaching system was very useful. These results are contrary to the findings of the studies mentioned in the literature review part of our study as in all of them the learners are quite content with the online learning system (Allen, Bourhis, Burrell and Mabry , 2002;Murday , Ushida & Chenoweth, 2008;Kim, Liu and Bonk, 2005;Song, Singleton, Hill and Koh, 2004).…”

Section: Resultscontrasting

confidence: 99%

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Vocational College Students' Perceptions of a Newly Implemented Online Course of Teaching English as a Foreign Language-

Yördem¹

2015

ijlet

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This study aims to investigate the student satisfaction with the Online English Language courses piloted for the first time at a Vocational College in a remote town located in the north-west of Turkey in 2014-2015 educational year. These courses were designed with a format of face-to-face testing and online delivery of course materials. Data were collected from students both quantitatively and qualitatively using a survey which included seven likert scale attitude questions and two open-ended questions where they had to express their opinions about either face-to-face or online courses of which they thought was more advantageous and relevant for them. Twenty three female and a hundred and eighty four male students attending ten different departments, aged mostly eighteen and nineteen years participated in our study. Quantitative data from the students indicate that while 52% of the whole participants thought that online teaching of English as a foreign language was not useful for them at all, just 6% of the students declared that the online teaching system was very useful. To the question whether they preferred online or face-to-face learning, quite surprisingly, 82% of the participants declared that they preferred face-to-face learning. As to why they preferred the particular kind of teaching; the online course proponents cited mostly "comfortness" and "no-attendance obligation"; on the other hand, the face-to-face advocates mostly cited "effectiveness of learning from a live instructor" and "possibility of asking questions when something is not clear" and "lacking of technical equipment "or "internet access".

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Section: Resultscontrasting

confidence: 99%

“…The learners had a positive attitude towards distance learning. Murday , Ushida & Chenoweth (2008) from Indiana University conducted a research on learners' perspectives on language online. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with traditional courses.…”

Section: Studies On Distance Learningmentioning

confidence: 99%

Vocational College Students' Perceptions of a Newly Implemented Online Course of Teaching English as a Foreign Language-

Yördem¹

2015

ijlet

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“…Through managing this language learning environment, they had to construct favorable conditions for language acquisition, which in turn helped learners "develop learning strategies and become autonomous and confident learners, able to manage a language learning system which relies strongly on their ability to work independently" (ibid). Despite this clear change in participant roles, Bañados, like Murday et al (2006Murday et al ( , 2008, maintains that these findings support BL model implementation, as language learning was significantly improved.…”

Section: Blended Learning and Its Influence On Teaching Rolesmentioning

confidence: 92%

“…As mentioned, one significant aspect of teaching a BL course was training, since the technology that made such classes possible caused difficulties in teachers' lives whenever there were technical problems. Nevertheless, as Murday et al (2006Murday et al ( , 2008 note, such difficulties brought about a strong communal effort among teachers in coming to terms with managing the online component of the course, which was somewhat different from managing traditional FTF environments. Therefore, despite these issues, the blended program was evaluated as a positive experience; the problems faced during implementation were outweighed by the benefits in terms of learning and satisfaction.…”

Section: Blended Learning and Its Influence On Teaching Rolesmentioning

confidence: 99%

The Successful Incorporation of Blended Learning Into the Language Curriculum

Simpson

2016

Adv Educ

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A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologicallyenhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.Keywords: Blended learning; hybrid courses; educational technology. Introduction.As societies change in response to challenges in the social, political and economic arenas, so do their education systems (Kelly, 2009 (Smith & O'Day, 1990, in Means, 2008 This embracing of technology within language teaching has fostered numerous teaching and learning practices. As far as tertiary education, in which I teach, is concerned, great strides have been made in investigating the possibilities of BL. The main reasons for this are the need to: be flexible in delivering education; address the challenges of geographic distance, and; deliver higher education on a global scale (Bach, Haynes and Smith, 2006). Consequently, BL, the model that integrates online with traditional FTF learning, has become a favored strategy of many English preparatory university programs in attempting to meet the requirements of language learners, institutions, and local and national educational authorities.Despite the wealth of research illustrating the multifarious difficulties of implementing technology-mediated innovation, systematic analysis of the roles, perceptions and practices of language teachers in BL models is lacking. As Shelley et al. (2006, p. 2) note:

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“…Thus previous studies on CALL evaluation have shown considerable interest in learners' and/or teachers' perceptions of English learning websites (Aly, 2008;Cheng, 2001;Hirata & Hirata, 2009;Kessler & Plakans, 2001;Kung & Chuo, 2002;M. Liu et al, 2008;Son, 2005Son, , 2008, the benefits and drawbacks of CALL materials/ programs, web-based language learning, and online language learning (Celik, 2012;Felix, 2001bFelix, , 2002Hughes, Mcavinia, & King, 2004;Murday, Ushida, & Chenoweth, 2008;Rosell-Aguilar, 2004;Wiebe & Kabata, 2010;F.-Y. Yang & Tsai, 2008), as well as learning autonomy in e-learning contexts (Chan & Kim, 2004;Lai & Gu, 2011).…”

Section: Significancementioning

confidence: 99%

Evaluating English listening websites for independent study

Ivone¹

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A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2013 School of Languages and Comparative Cultural Studies i ABSTRACTThe teaching and learning of listening has become more practical and affordable with the support of Internet technology and the World Wide Web. English listening websites are growing exponentially and promise an authentic and interactive language learning experience. This allows learning to be conducted outside class in the form of web-based independent study. Although learners in general show positive attitudes towards web-based materials due to their novelty, convenience, authenticity, and rich cultural content, web-based language learning materials have been criticised because of their quality and the way they explore the medium. Because they contain unregulated materials, English listening websites need to be thoroughly evaluated to determine their effectiveness, but studies that have focused specifically on the listening components of English learning websites are lacking.This study examined the benefits of using web-based listening materials in an independent study program to learners of English as a foreign language at university level. In order to do this, the judgmental and empirical evaluation framework proposed by Chapelle (2001) was adopted. This integrated approach has produced a comprehensive analysis of the characteristics of English listening websites and the use of these types of web-based listening materials in the independent study context. Seventy-eight English department students at a university in Indonesia participated voluntarily in the empirical evaluation. The study was conducted in three stages. In the first stage, the general, technical and pedagogical design features of English listening websites were evaluated using the Comprehensive Evaluation Criteria checklist for evaluating English learning websites developed by Yang and Chan (2008). In the second stage, the learning tasks were examined using a checklist adapted from the Task Appropriateness Criteria developed by Chapelle (2001) and the focus questions for selecting computer-based listening materials proposed by Chapelle and Jamieson (2008). For the empirical evaluation in the third stage of the study, quantitative and qualitative data from questionnaires, learning journals, group interviews, listening proficiency tests and course management system logs were analysed to describe not only learners' perceptions of the web-based listening materials but also the benefits they gained and the challenges they experienced in using the materials in the independent study program.The empirical evaluation findings confirm and supplement those of the judgmental evaluations.Although the participants found the web-based listening materials interesting, suitably varied in topics, tasks and accents, and useful for practising listening, the findings showed that improvements ii to the general, technical and pedagogical design of the evaluated English listening websites would make them gene...

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Learners' and teachers' perspectives on language online

Cited by 85 publications

References 8 publications

Vocational College Students' Perceptions of a Newly Implemented Online Course of Teaching English as a Foreign Language-

Vocational College Students' Perceptions of a Newly Implemented Online Course of Teaching English as a Foreign Language-

The Successful Incorporation of Blended Learning Into the Language Curriculum

Evaluating English listening websites for independent study

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