The effects of e-learning on the enhancement of English proficiency and the autonomous learning of English. (original) (raw)
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Effectiveness of E-learning for the Teaching of English: A Study of Comparative Strategies
Advances in Language and Literary Studies, 2016
Teaching of English in Saudi Arabia (KSA) is on top priority these days. Linguists, researchers, pedagogues and teachers have different perceptions and views regarding the approaches/methods/techniques of teaching of English in EFL/ESL classrooms. In today's modern learning scenario, it is believed that appropriate utilization of sophisticated tools of e-learning has generally been recommended in order to yield best possible results in a given situation. It is found that many students are found indifferent towards learning the target language (English). Different reasons are attributed to this situation. However, in order to overcome learning difficulties and motivate the concerned learners it is suggested that the students should be well involved in the teaching/learning activities. Online resources in particular can catch the attention of even a passive learner. While ascertaining the effectiveness of e-learning in general, the following aspects were also taken into account: relevance of e-learning, utilization of e-resource, e-training for the teachers etc. The effectiveness has been measured on account of the observation, responses of the questionnaires, experiment on the sample. The findings of the study are hopefully going to be effective and useful in the current practice of teaching English.
Autonomous and Collaborative e-Learning in English for Specific Purposes
Lecture Notes in Computer Science, 2019
The paper deals with the process of acquiring professional vocabulary and grammar in English for Specific Purposes (ESP) in pre-service teacher preparation. The main objective of the research was to (1) discover how much students learn in the ICT-enhanced process of instruction, where autonomous work and collaborative learning are applied so that to build preconcepts and reconstruct misconceptions in ESP; (2) detect the sources students exploited towards acquiring the learning content. The research was conducted at the Faculty of Education, University of Jan Evangelista Purkyne, Usti nad Labem, Czech Republic. Research sample consists of 62 probands enrolled in bachelor and master study programmes English Language and Literature and Teaching English Language and Literature. The research process is structured into three phases, and didactic tests are applied after each of them. Moreover, types of sources students used for acquiring the learning content were monitored and analyzed. Six hypotheses were tested and results showed statistically significant increase in knowledge after each phase.
Contemporary Educational Technology
This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, t...
“Effectiveness of E-learning Activities in Teaching English”
2015
“Effectiveness of E-learning Activities in Teaching English”. Thesis presented to the College of Education of Calayan Educational Foundation Incorporated in partial fulfillment of the requirements for the degree in the Bachelor of Secondary Education major in English. At this time being, the advances of technology are already found in the classroom and are now challenging the field of education. A new profound integration of new technologies into education will inevitably requires from teacher changes in attitude and teaching paradigm. This change to this technology requires a shift and a focus of a course from the educator to the subject as stated by Magnussen (2008). It was anchored to the constructivist learning principles, where the traditional pedagogies and new method point it major differences. However frequent criticism of technology applications in classrooms is that they are a little more than a decoration, unessential and just pointlessly tacked trends onto routine instruction. The Flash and Splash of a PowerPoint presentation may look good, but many question the value added to the students learning. This leads to question, how can technologies genuinely enhance learning? It is really effective in teaching a particular subject like English? The study is conducted to evaluate the effectiveness of Electronic Learning activities in teaching English. This study tried to combine the students perception and quantitative data to provide an answers to the main problems which is divided into sub problems; Perceived effects of the use of E-learning Activities on the Academic Performance of English Students, Pretest and posttest performance of the Experimental Group and Controlled Group, Difference between the pretest results of the Experimental Group and Controlled Group, Difference of the Pretest and posttest results of the Controlled Group and Experimental Group, Difference between the posttest results of the Experimental Group and Controlled Group. This study made use of the mixed method which combines the quasi- experimental method of research. The respondents were the selected grade nine (9) students of English class of the Calayan Educational Foundation Incorporated in the academic year 2014-2015. The respondents were selected purposely into two groups namely the: Group exposed to e-learning (EE) or Experimental Group and Group not exposed to e-learning or Controlled Group (NE) which are equally divided into twenty (20) each with ten (10) males and ten (10). Pretest and posttest where constructed to identify the achievement of the students along with the perception of the effects of E-learning activities in the students English achievement performance. Pretests were given to identify the students standing in the lessons to be discussed. After the pretest, the English teacher gave the same lessons to the students however the Group exposed to e-learning was given the privileges to use and integrate in the lessons e-learning technology which is the computer and LCD along with the software’s which is commonly used in English classes such as power point presentation, word processing and internet. On the other hand the group not exposed to e-learning was limit into traditional setting with the chalk board, and books. Then, after five days of classes a posttest was given to both groups and a survey questionnaire regarding the effects of e-learning technology were given in the group exposed to e-learning. The data gathered were tabulated, statistically treated, analyzed and interpreted. According to the findings of the study it was found out that the effects of E-learning activities in the performance of Selected Grade Nine (9) students of Calayan Educational Foundation Incorporated in English subject are: Increases the engagement and participation in the English learning, Interest (motivation) of students in learning English subject and Promotes knowledge discovery are requisite for learning. The pretest and posttest results of shows that the following null hypothesis of the study must be rejected ; (1) The Students have negative perception in the effects on of E-Learning activities in the teaching of English in the selected grade 9 students of Calayan Educational foundation Incorporated. (2.) There is no increase of student’s motivation to learn English subject after the exposure to e-materials/activities. (3.) The use of e-learning activities has no significant effect in the improvement of the student achievement in English class. It was supported by the Survey questionnaire entitled “Perceived effects of e-learning activities in the performance of the of selected grade 9 students of CEFI in English subject”, resulted into descriptive rating of agree and falls to the descriptive category of effective which means that they believed that they use of e-learning activities in teaching English increases their learning. Aligned with this is the statistical result that there is a greater increase of English achievement in the experimental Group compared to controlled group. There is no significance difference between the pretest of the EE group and the NE group. This means that the two groups have the same level of knowledge and understanding of the topic to be discussed. While, there is a significant difference between the pretest and posttest of the EE group. This indicates that there is an increase in the learnings of the student on the topic discussed since there is a huge improvement on the posttest compared to the results of the pretest. There is a significant difference between the pretest and posttest of the NE group. This indicates that there is learning occurred in the students mind since there is an improvement on the posttest compared to the results of the pretest however they improve less compared to EE group. There is a significant difference between the posttest of the EE group and the NE group. The results suggest that there is a greater improvement in the students learnings in the topic introduce with the electronic learning materials compared to the group of students introduce with the same topic but limit the use of electronic materials. This reveals that the use of electronic learning activity in teaching has a positive effect in teaching English language. Based from the results of the study the researcher recommends that the teacher should employ electronic materials/activities used English class to meet the demands of the student’s new form of learning. E-learning materials open new educational resource that increases the engagement; attendance and motivation of students which are requisite for learning. Give more attention in integrating e-learning tools or variety of technology in the English subject depending in the availability of material in the school. The Electronic learning activities can be tested for it maximum effectiveness in teaching-learning process. The administrator or schools may encourage more seminars and workshops on the electronic instructional materials. The future researcher can use a larger number of respondents and a long period of time frame; follow up studies could be conducted.
Integrating e-Learning in all English Classes: Success at the half-way point of a five-year project
The JALT CALL Journal, 2007
As more and more schools of higher learning in Japan are being pushed to introduce e-Learning programs, three fundamental barriers have been discovered, namely, funding, staffing and infrastructure. This paper reports on a successful endeavor to implement across its English curriculum a self-study based e-Learning program in the College of Science and Engineering at a private university in Tokyo. This paper traces the program from its conception to implementation, including the transformations it has taken on. The remaining two years of the study will provide researchers with more insight as to how to make even further improvements. A ccording to the article "e-Learning: Making Inroads into Nation's Colleges" from the May 7, 2007 issue of the Japan Times, over 40 percent of Japanese universities employ e-Learning in one form or another. According to the study conducted in 2005 by the National Institute of Multimedia Education, 41.4 percent of the private institutions surveyed have offered e-learning classes while 69.3 percent of the national universities responding offered e-learning programs. In total, 36.3 percent of the universities surveyed have offered e-learning classes (Ozkul & Aoki, 2006). However, a further glance at the aforementioned National Institute of Multimedia Education's study sheds light on why universities have not turned to e-Learning. When asked why they did not implement e-Learning, these universities (60% in the study) answered "a lack of budget," "a lack of personnel to provide technical support," and "a lack of infrastructure, " as the main reasons. We shall return to these issues below.
Using E-Learning in the English for Academic Purposes Course
Educational Alternatives, 2014
The submitted paper focuses on the English for Academic Purposes course, developed within a university e-learning project as an online course. The course, based on the needs of the English Major students (writing up a thesis in English and defending it orally), was expected to support developing academic skills, language, critical thinking and autonomy. The paper discusses the data gathered from the students´ responses to the questionnaires before and after the piloting phase of the project. The conclusions related to the effectiveness of such a course on the development of communicative skills in English required for study purposes in formal education systems will be analyzed and discussed in the end.
Teaching of English in Saudi Arabia (KSA) is on top priority these days. Linguists, researchers, pedagogues and teachers have different perceptions and views regarding the approaches/methods/techniques of teaching of English in EFL/ESL classrooms. In today's modern learning scenario, it is believed that appropriate utilization of sophisticated tools of e-learning has generally been recommended in order to yield best possible results in a given situation. It is found that many students are found indifferent towards learning the target language (English). Different reasons are attributed to this situation. However, in order to overcome learning difficulties and motivate the concerned learners it is suggested that the students should be well involved in the teaching/learning activities. Online resources in particular can catch the attention of even a passive learner. While ascertaining the effectiveness of e-learning in general, the following aspects were also taken into account: relevance of e-learning, utilization of e-resource, e-training for the teachers etc. The effectiveness has been measured on account of the observation, responses of the questionnaires, experiment on the sample. The findings of the study are hopefully going to be effective and useful in the current practice of teaching English.
Effects of e-learning on language learning
Procedia Computer Science, 2011
The aim of this study is to do a research on the effects of e-learning and sub-categories such as :internet ;Web-based English learning and computer-assisted language learning(CALL)on language learning .Before growing prevalence of Word Wide Web (www);people use emails for language learning and teaching (LL/LT).In network-based language learning (NBLL);people use computer-based educational activities. The main advantage of e-learning is that it increases the engagement; attendance and motivation of students which are requisite for learning .By advent of Web and internet; English learning (EL) improved because internet had its own language and logic and was not limited to one culture. Indeed ;learning English via internet challenges traditional from of learning. Internet is a virtual English environment. People become autonomous by using internet and they can independent from books and teacher such as chartrooms and mass media which increase the oral proficiencies of learners. the use of mass media such as books and manuscripts and internet media (like blogs; message boards; podcasts; and video sharing ) are another faces of e-learning .Although using mass media and internet media are challenging and time consuming. They provide teacher and students with creative and practical ideas.
Autonomous learning model in online English classes: The benefits and challenges
Journal of applied linguistics and literature, 2023
The post-pandemic phase has provided choices in the teaching and learning process, whether offline, online, or hybrid. Autonomous learning has become one of the preferred learning models dealing with online learning. This model of learning is believed to enhance students' proficiency in EFL learning and enable learners to direct their learning. This qualitative study aims to investigate the benefits and challenges of implementing an autonomous learning model post-COVID-19 outbreak to EFL learners. There were three teacher-participants from Sukma Bangsa and Modal Bangsa high schools in Aceh. The teachers participated in a semistructured interview, and the data from the interview were transcribed and coded through thematic analysis using the Coding system. The data analysis results indicate three benefits of autonomous learning through online platforms: meeting human needs, creating motivated and reflected learners, and developing communicative competence in second/foreign language learners. Furthermore, the challenges of autonomous learning are related to teachers' roles, students' beliefs, and social perspectives on autonomous learning. Based on the result, Autonomous Learning Model could be a choice as a learning model for online learning.
E-Learning contribution to the process of learning: two-year research results
The impact of the ICT-supported instruction within the university education is the problem dealt in this paper. It is solved within the research running at the Faculty of Informatics and Management, University of Hradec Kralove, which focuses on comparison of study results which students reached in the traditional face-to-face lessons and in ICT-supported instruction in two subjects -Database Systems 2 and IT English. The sample group consists of more than 550 students and final results prove no statistically significant difference between the approaches.