University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom

Lai, Chun; Yeung, Yuk; Hu, Jinqiu

doi:10.1080/09588221.2015.1016441

Cited by 94 publications

(89 citation statements)

References 37 publications

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“…This is supported by Hung (2016), who contended that for users to use E-learning effectively they require skills, such as the ability to identify resources for learning, selecting and implementing learning strategies, monitoring personal performance, and effectively applying skills and knowledge to reach learning objectives. More importantly, Lai, Yeung, and Hu (2016) have argued that teachers need to share strategies with their students about how to comprehend authentic materials and learn from them. They contend that doing so will help guide students to develop the skills and strategies they require to process authentic materials.…”

Section: Discussionmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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Over the past few decades, there have been tremendous increase in technology advancement and the significance of this in the field of education cannot be overemphasised. The adoption and use of E-learning in studying EFL, in particular, is one such areas that has experienced such fast-paced development for some time now. As a result, the government all over the world are committing a lot of resources to keep up with this technology advancement. In this light, the government of Saudi Arabia through its Ministry of Education has recently made commitment, both as the practical and policy levels, with the hope to also benefit from using E-learning in studying EFL in Saudi Schools. However, little is known about the perception of students and teachers regarding the role of E-learning is studying EFL in the Saudi context. In an attempt to contribute to this research base, this paper draws on an empirical investigation using group interviews with students and teachers in order to gain insight into their perception about the role of E-learning in studying EFL in Saudi Arabia. The findings are presented and discussed in four thematic areas: promoting key learning skills, independent learning, flexible learning and interactive learning. The paper also highlights the limitations of the research and concludes by making a number of recommendations.

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Section: Discussionmentioning

confidence: 99%

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

Mutambik¹

2018

ELT

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“…Web 2.0 tools provide students with opportunities to practice listening, reading, speaking and writing and foster student autonomy (Pop, 2010). Moreover, technology can be used to ease the effect of time constraints in the class and to complement classroom teaching with online instruction outside the class time (Lai, Yeung, & Hu, 2016). Previous research has examined the use of social media outside the classroom (Al-Hariri & Al-Hattami, 2017;Beckman, Bennett, & Lockyer, 2014;Donlan, 2014;Gosper, McKenzie, Pizzica, Malfroy, & Ashford-Rowe, 2014;Hamid, Waycott, Kurnia, & Chang, 2015) for both social and educational purposes.…”

Section: Social Networking Sites In Learning and Teaching Languagesmentioning

confidence: 99%

The relationship between willingness to communicate and social presence in an online English language course

Cunningham

Watson

2018

JALTCALL

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Vietnamese high school students have few opportunities to use English outside class and they are often reluctant to speak in class. This paper describes and explains the students' willingness to communicate (wtc) and relates this to varied perceptions of social presence. Eighteen high school students in Vietnam took a six-week online course using Facebook and Skype. They were interviewed individually before and after the course about their experiences, focusing on their perceptions of their own wtc. The results show that the students were more willing to use English spontaneously in the online environment in contexts where they perceived that they had less social presence. Text and audio chat were felt to be less face threatening than video chat, and consequently, students were more willing to speak in conditions of lower social presence. It can be concluded that the more social presence students felt they had in the online environment, the less their wtc. This was true for both synchronous and asynchronous online environments. Allowing students to control their social presence in online communication can embolden shy students and increase their wtc.

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“…Their tasks also changed, from controlling all aspects of learning to encourage students' independence, giving them choices in what to learn and how to learn it. By consequence, students were expected to be an active actor in the learning process instead of a passive receiver of information (Lai, Yeung, & Hu, 2016). Students were encouraged to produce knowledge through course works, which require searching for information from outside sources using the internet (Fitriyadi, 2013;Hoda, 2017).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Dissonance & Plagiarism: the Banality of Academic Dishonesty

Adishesa

Prawiro

2020

JEHCP

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This study attempted to apply the hypocrisy induction principle in a real-life setting, a behavioral modification method in which cognitive dissonance was invoked in order to dissuade people from certain undesirable behavior. The aim of this experiment was testing the effect of hypocrisy induction in decreasing plagiarism among students. 136 high school students in their second year were categorized into four groups (hypocrisy, commitment only, mindful only, control), and given a task in which plagiarism was made possible. The tasks submitted by the students were given a plagiarism score using a program which matches them with online articles. Data analysis showed that the hypocrisy induction did not produce a significant effect on plagiarism. 92% of participants committed plagiarism in varying levels, indicating a banality of plagiarism in the school. The implications of these results on plagiarism prevention were discussed.

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University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom

Cited by 94 publications

References 37 publications

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives

The relationship between willingness to communicate and social presence in an online English language course

Cognitive Dissonance & Plagiarism: the Banality of Academic Dishonesty

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