EFL Learners’ Satisfaction with the Online Learning Program, Tell Me More (original) (raw)
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Analyzing Online Learning Satisfaction and Language Learning Strategies Use
Journal of ICT, 2020
This mixed-method approach study is conducted to find out the positive relationship between students' satisfaction and their LLS use in the context of ICT for ELL. Having wed out for the sake of validity and reliability, 46 sets of both SERVQUAL and SILL questionnaires were then administered to 83 students of telecommunication engineering at Akademi Telkom Jakarta. The result of the study was explained in inferential and descriptive as well as qualitative in nature. The statistical result confirmed the positive effect of online learning satisfaction on the use of LLS. The low correlation coefficient is detected between students' satisfaction and the use of LLS (r =.235, p <.05); however, the regression model Y=74.3+0.20X is then eligible to estimate and generalize. Thus, by paying attention to SERVQUAL dimensions, the students will more explore their LLS use. The findings provide a greater understanding of students' satisfaction and LLS use. LLS-CALL integration model could be developed as the implications of the research for further study.
Factors affecting EFL learners' use of the computer language learning program Tell Me More
Tell Me More (TMM) is one of the advanced self-learning programs that may have a comprehensive solution for language learning. This study aimed at investigating factors affecting EFL learners' practices with the TMM program. A survey and a follow up focused group interview was conducted with 340 and 10 learners respectively to assess their perceptions of usefulness and ease of use of the program. The findings showed that learners had a moderate perception of TMM's usefulness and strongly agreed to its ease of use. Additionally, the learners perceived that the TMM program was useful for developing their pre-communicative competence rather than spontaneous interaction and communication skills. Furthermore, though the program enhanced learners' interest and motivation in learning, the grammar and writing aspects demotivated learners while they used the application. The study concludes that even though the Tell Me More program is useful for autonomous learning, it will be better suited for use in a blended learning environment to compensate for the lack of authentic and spontaneous interaction. Lastly, some aspects of the program (grammar, writing and speech recognition) need to be improved to satisfy the needs and preferences of users.
Procedia - Social and Behavioral Sciences, 2013
With a great potential for enriching and vivifying all kinds of educational applications, web-based instruction is becoming a progressively more impressive apparatus for language learning resource delivering around the world. In this study, a webbased language learning (WBLL) system was employed to support college students' English as foreign language (EFL) learning. Based on the concepts of social cognitive theory (SCT), this study proposes a conceptual model that examines the determinants of college students' learning satisfaction in a web-based language learning environment. The model is validated using a cross-sectional survey of 306 college students. The partial least squares (PLS) method was applied to validate the measurement properties and proposed hypotheses. The empirical findings demonstrate that college students show positive incline towards the use of the web-based language learning system for EFL courses and signify a possible benefit from its use in the long run. The results can provide insight into those factors that are likely significant antecedents for planning and implementing a web-based language learning system to enhance student learning satisfaction.
Students’ Perception of using Online Language Learning Materials
First semester students in UiTM were instructed to take an active role in their own learning experiences through the use of online language learning materials to support their learning activities. Students were given a maximum of ten (10) marks for this assignment. A questionnaire was designed and distributed to 100 students to discover their perception and collective experiences upon completing the online tasks. 97 questionnaires were returned and results are obtained through analysis of the data obtained. Students feedback was categorized into six main issues namely frequency of website visits, choice, and recommendation. The remaining three issues are the problems students faced, their opinion on the effectiveness of this task and students" initiative to access these websites. The study proves that several issues need to be highlighted in order to ensure the effectiveness of using online materials in language learning. Suggestions on how to improve this task are also presented in the paper.
EFL Learners’ Perceptions, Practices and Achievement with the Online Learning Program Tell Me More
Contemporary Educational Technology
The study examined EFL learners' perceptions, practices and achievement with the online language-learning program Tell Me More (TMM). A questionnaire and semistructured focus group interview were used for data collection. A sample of 340 EFL learners were surveyed for their perceptions and practices; of them, 10 were further selected for an in-depth semi-structured focus group interview. Data on the learners' scores at four proficiency levels were analyzed for learners' achievement. The results indicated that the learners perceived TMM moderately useful and easy to use for learning English. With regard to learners' practices, they multitasked and sometimes left the program on to count the hours of use. The Pearson's correlation analysis revealed a positive correlation between learners' perception of the usefulness and ease of use of TMM. However, there was no correlation between learners' perceptions and practices. The analysis of learners' scores indicated an improvement in achievement for learners at the beginner and advanced proficiency levels, while learners at the intermediate and intermediate+ proficiency levels had a drop in their achievement. The findings do not only expand the knowledge base of learners' perceptions, practices, and achievement with computer-assisted language learning programs but also guide institutions on how to make effective use of educational technologies to improve learning practices and performance.
Satisfaction on English Language Learning with Online System
2014
The objective is to study the satisfaction on English with an online learning. Online learning system mainly consists of English lessons, exercises, tests, web boards, and supplementary lessons for language practice. The sample groups are 80 Thai students studying English for Business Communication, majoring in Hotel and Lodging Management. The data are analyzed by mean, standard deviation (S.D.) value from the questionnaires. The results were found that the most average of satisfaction on academic aspects are technological searching tool through E-learning system that support the students’ learning (4.51), knowledge evaluation on prepost learning and teaching (4.45), and change for project selections according to their interest, subject contents including practice in the real situations (4.45), respectively. Keywords— English Learning, Online System, Satisfaction.
Journal of Computer Assisted Learning, 2007
A field experiment compares the effectiveness and satisfaction associated with technologyassisted learning with that of face-to-face learning. The empirical evidence suggests that technology-assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology-assisted learning improves students' acquisition of knowledge that demands abstract conceptualization and reflective observation but adversely affects their ability to obtain knowledge that requires concrete experience. Technology-assisted learning better supports vocabulary learning than face-to-face learning but is comparatively less effective in developing listening comprehension skills. In addition, according to empirical tests, perceived ease of learning and learning community support significantly predict both perceived learning effectiveness and learning satisfaction. Overall, the results support our hypotheses and research model and suggest instructors should consider the target knowledge when considering technology-assisted learning options or designing a Web-based course. In addition, a supportive learning community can make technology-assisted learning easier for students and increase their learning satisfaction.
Critical Success Factors in Online Language Learning
With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and language skills characteristics. I argue that these factors need to be carefully considered when designing online language learning simply because they could potentially impinge on students’ learning and learning experience in these new learning environments.
LEARNERS’ ATTITUDES TOWARDS ONLINE LANGUAGE LEARNING; AND CORRESPONDING SUCCESS RATES
ABSTRACT Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools, such as, mp3 players, mobile devices, and so on; and software applications, such as, podcasts, wikis, learning management systems, and so on, have been used in distance and online instruction and they have proved to be useful in facilitating learning individually (Finger, Sun, & Jamieson-Proctor, 2010). Learning management systems (LMS) provide a virtual environment and various tools to support learning. The current institution where the researchers work deliver two 2-credit online English courses for a specific group of learners at a state university in south-eastern Turkey by using Modular Object Oriented Distance Learning Environment (MOODLE). Moodle is an open code LMS which provides teachers and course developers with numerous online tools to enhance distance learning/teaching environment. The course has both a synchronous and asynchronous instruction. Synchronous and asynchronous instructions are associated with the delivery of content in campus-based environments; however, their role differs in off the campus environments as they solve the problems of distance learners. Universities, colleges, and other education institutions are integrating online learning into every aspect of higher education. Many teachers and faculty members at higher education institutions who already run face-toface courses have a website to post lecture notes or slide presentations as well as other course material. There is no doubt that these are effective strategies to expand teaching efforts. Still, there are other educators who design and teach totally online classes. The main purpose of this paper is to evaluate learners’ attitudes towards these online language courses, and there are two objectives of this research. The first one is to discover learners’ attitudes towards the online English course; and the second purpose is to evaluate and correlate learners’ attitudes with their success determined with their end-of-the-year grades. For the unique purpose of this study, an Online Language Learning Attitude Test (OLLAT) has been constructed and distributed to about 7000 learners who were invited to complete this task online. 3516 of these learners took the OLLAT voluntarily and 1783 were successfully completed the test and were included in this study. The findings showed that there is a statistically significant positive correlation between learners’ OLLAT scores and their course success. Keywords: Attitudes, online language learning, success