Web based projects enhancing English language and generic skills development for Asian hospitality industry students

Abstract

This study investigated hospitality students' responses toward their learning experiences from undertaking group projects based upon a College web platform, the Ubiquitous Hospitality English Learning Platform (U-HELP). Twenty-six students in the Department of Applied Foreign Languages participated in this study. Their attitudes toward the process oriented activity conducted in the platform were investigated through questionnaires and final reports. The findings showed that the subjects held positive views towards web based learning and the interface design of the platform. Moreover, students' responses revealed that the web based projects had the following advantages: (1) enhancing cooperation, (2) improving hospitality knowledge, (3) promoting cognitive skills, and (4) raising computer literacy. However, negative comments were classified as follows: (1) the time consuming nature of group work, (2) preference for traditional paperwork, and (3) problems with using the platform. Based on the findings, some pedagogical suggestions for web based activities are presented.

Online collaboration and offline interaction between students using asynchronous tools in blended learning

“…The instructor also gave an orientation about how the project was implemented to make sure that the participants understood the whole process. The Ubiquitous Hospitality English Learning Platform (U-HELP) (Wang, 2009) was used in this study. Students first read three hospitality featured articles (Welcome to Taiwan: Hotel Accommodation; the Top 10 Taiwan Destinations among Foreign Tourists, and Night Market Snacks) on the U-HELP (Figure 1).…”

Blended learning using video-based blogs: Public speaking for English as a second language students

“…A review of the topics and themes of English education-related conferences from the past decade in Taiwan shows an increased focus on this area of English language education. As part of efforts to improve the effectiveness of English education, teaching and learning theories and approaches that combine blended learning with Web 2.0 or educational technology have been studied in recent years (Pallos & Pallos, 2010;Wang, 2009;Wu, 2008;Gupta, 2006). However, applying a blended learning approach with educational technology to ESP courses seems to be a new approach in the field of English education.…”

English Language Teachers’ Professional Development in Web-based Community

“…As well as lower costs, it is more likely that the teacher will have opportunities to share expertise, try out new ideas, reflect on practices, develop new curricular ideas, and develop an online learning/teaching community. Therefore, EFL instructional practices have been greatly influenced by rapid and pervasive social and technological changes, resulting in an increased emphasis on Web-based professional teaching communities in teacher education (Hewett & Ehmann, 2004;Wang, 2009). …”

“…Communication in the traditional classroom is constrained by factors, such as location, time, audience, and interactivity. In contrast, CMC allows the creation of learning environments where communication can occur in the same geographical and physical places at different times, in different geographical and physical places at the same time, or in different geographical and physical places at different times (Hewett & Ehmann, 2004;Li et al, 2008;Wang, 2009).…”

“…Traditionally, professional development incorporates formal training activities provided in single or half-day workshop sessions led by an expert or experienced teacher who introduces teachers to new teaching techniques and strategies (Ng & Cheung, 2007;Wang, 2009;Yang & Liu, 2004). Much of the training is delivered in lecture format which is not directly…”