Designing a Rhizomatic Online Personal Learning Environment Model to Improve University Students’ Academic Listening Skills (original) (raw)
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International Journal of English Language and Literature Studies (IJELL), 2020
Article History The paper proposes principles and a theoretical framework for the construction of an online personal learning environment model named the PLERN model, aiming to assist university students to improve their academic listening comprehension skills, and to apply the suggested model to investigate the targeted students' perception of online learning. The paper describes the importance of listening comprehension at tertiary level, and the principles employed to construct the PLERN model. It presents the theoretical and intellectual framework used to construct the model, and a suggested research methodology to effectively implement this online learning model in the digital age. The paper also includes research design, research settings, and participants, instruments to implement the PLERN model, and the data collection methods of data analysis procedures which bring out research findings as well as the recommendations of the future study. The paper ends by indicating the weaknesses and strengths of the model which help researchers maximize the model strengths and minimize its weaknesses. Contribution/Originality: The primary contribution of this paper is to construct a rhizomatic online PLERN model to assist university students improve their academic listening skills using resources completely free online, easily-accessed, and available online anytime and anywhere. This rhizomatic model aims to raise language learners' awareness of their great potentials that if used properly will lead to desired academic achievements.
Proceedings of INTED2019 Conference 11th-13th March 2019, Valencia, Spain, 2019
Nowadays mobile devices and applications are a crucial part of the studying process. The important role of the mobile technologies in the classroom and e-learning as a platform for teaching and studying is difficult to overestimate. The application of these devices into everyday teaching seems a sensible way of motivating students and use their skills in learning English as a foreign language. On the other hand, online learning helps motivate students to do their homework. The hypothesis being that students will make progress quicker if mobile learning is used. The online platform used for this experiment was Rosetta Stone, offered by EBSCO Company. The aim of the article is to describe the experiment which took place at Ural Federal University, Ekaterinburg, Russia, and to present its results paying special attention to the development of the listening skills. The participants of the three-month experiment were level A2 first-year STEM students. All of them were divided into three groups: 1. traditional teaching or control groups (N=35), 2. blended groups where in the classroom students had traditional interactive lessons and they did their homework on the Rosetta Stone platform (N=35), and 3. experimental groups, with Rosetta Stone online both in the classroom and at home (N=35). All the participants were from various University Departments (Chemistry, Biology, IT) and were taught by different teachers to ensure the validity of the results. The students were initially tested with DIALANG Test, and having completed the course, they were tested again to see the progress or the lack of thereof. The students' motivation was not taken into account since English is a must and all of them had to learn it. While taking part in the experiment, the participants had mock-Cambridge English: Key tests every month evaluating the development of such skills as Reading, Listening, Speaking, and Writing. This article highlights the results of the online learning when developing the listening skills as well as the prospects and limitations of the mobile learning.
Student perseptions' towards listening strategies in online listening class
2021
Abstract: Many academic institutions has implemented online learning to ensure the spread of Covid-19 pandemic caused by learning activities. However, not all learning strategies in face to face learning is compatible to be used in online learning. In this case, it is necessary to utilize suitable learning methods and strategies that suitable for online learning. Listening skills is considered as difficult skill to learn in online learning, thus, the researcher aims to study students’ perception towards online listening and learning strategies used in online listening class. This study applied qualitative research method with Likert scale questionnaire as instrument. The study involves 72 participants from third semester students of English department at University of Islam Malang. The data was collected online via of google form and analyzed using Microsoft Excel to measure the perception percentage and listening strategies utilized by students in online listening class. The result...
Universiti Teknologi MARA, 2021
Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students' eagerness in which may be due to several factors. This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.
Research and Innovation in Language Learning, 2020
This preliminary research aimed at portraying the impact of Digital Learning System (DLS) implementation on student empowerment. This work used qualitative descriptive case study. First semester English students of a state university in Medan, Indonesia, negotiated to participate in the study. Grounded in dialogic interview, the results suggest that the enactment of DLS gives attractive lesson for the students. The students felt the instruction made them borderless between the students and the lecturers. Overall implementation of DLS enables students to reach minimum standardized criteria in their listening skills. Limitation and further recommendation for next research are also presented
Asian Journal of University Education
Teaching and learning process is constantly transforming due to the ever-increasing globalization. In the educational sector the use of information and communication technology (ICT) is constantly changing due to the increasing trend in globalization. This has resulted in the change and transformation the facet of education in this 21st century. The various usage of technologies and other forms of learning materials that have been extensively used has created a medium where students able to be interactive because it is learner centred, and the environment of online learning is more open and flexible. However, several studies showed that students prefer traditional classroom more because they would prefer face-to-face communication with their instructor. Thus, this study intends to explore the perspective of learning listening and speaking using online among L2 learners. A total number of 102 university students at UiTM Perak Branch took part in this study. They were instructed to answer a set of questionnaires which was created using google document. From the findings the students reported that they do see the benefits of online learning. In addition, they found learning through this interactive medium as interesting and provide them space to progress at their own pace in learning. However, this does not portray students' eagerness in which may be due to several factors. This study is hoped to able to highlight the positive aspects of using online as an alternative to the traditional way of teaching listening and speaking.
Online-based English Listening Skill Learning Model
Celebes Journal of Language Studies
This article is part of a research entitled "Online-based Student English Learning Models in Facing Curriculum Changes in the New Normal Era". This research was conducted to see and identify online-based listening learning models for students. The research method used is a descriptive qualitative method using a questionnaire and the final assignment of the Project course (Lesson Plan and Instruction). The number of samples used was 52 students who took the Project course (Lesson Plan and Instruction). From the 52 students, 6 students chose to teach the listening skill. Data analysis includes observation, open coding, and axial coding. The results reveal that the media used by students in learning listening skills is divided into online and offline media each 50% (3 people. Applications used by students in learning listening skill are divided into the use of British Council Web (16.67%), YouTube (16.67%), Google Meet (16.67%) and offline learning/Face-to-Face (50%). The lea...
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 2023
Despite the fact that technology and online media's great contributions on extensive listening practices, students who are unaccustomed to such activities would find the practice challenging. The current study investigated 20 first-semester university students undertaking extensive listening practices which were recorded into logbooks. The researchers aimed to map out students' reflections on challenges and satisfaction towards the media and listening practices under a descriptive qualitative research, utilizing document analysis. Results of data analysis shows that the freedom of choice given to students while undertaking extensive listening activities through online media brought positive responses on the overall students' satisfaction on the listening practice. Nevertheless, the unsorted levels of difficulty, unfamiliar words, foreign accents, and speed of speech from the media became the barriers mostly encountered in understanding the language contents. Furthermore, unsatisfactory listening experiences were also reported by a few students. Thus, it is advisable that teachers who implement extensive listening practices to offer help for learners to be more aware of their current and future potential to make sure learning more efficiently. It is highly expected that through frequent interactions with the listening inputs from various sources, students would enhance their metacognitive strategies to have better control of their learning.
Investigating the Emergence of Digital Platforms for Listening Learning Proficiency
Al-Lisan: Jurnal Bahasa, 2021
This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are "The English We Speak, Podcast in English, Better at English, Luke's English Podcast, Espresso English Podcast, Anchor FM" etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.
An Effective Online Collaborative Training in Developing Listening Comprehension Skills
Computer Systems Science and Engineering, 2021
The COVID-19 outbreak severely affected formal face-to-face classroom teaching and learning. ICT-based online education and training can be a useful measure during the pandemic. In the Pakistani educational context, the use of ICT-based online training is generally sporadic and often unavailable, especially for developing English-language instructors' listening comprehension skills. The major factors affecting availability include insufficient IT resources and infrastructure, a lack of proper online training for speech and listening, instructors with inadequate academic backgrounds, and an unfavorable environment for ICT-based training for listening comprehension. This study evaluated the effectiveness of ICT-based training for developing secondary-level English-language instructors' listening comprehension skills. To this end, collaborative online training was undertaken using random sampling. Specifically, 60 private-school instructors in Chakwal District, Pakistan, were randomly selected to receive online-listening training sessions using English dialogs. The experimental group achieved significant scores in the posttest analysis. Specifically, there were substantial improvements in the participants' listening skills via online training. Given the unavailability of face-to-face learning during COVID-19, this study recommends using ICT-based online training to enhance listening comprehension skills. Education policymakers should revise curricula based on online teaching methods and modules.