College Communicative Teaching and E-Learning: A Training Scheme (original) (raw)
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CASS Studies multidisciplinary Journal , 2019
The entire legacy of Education has gone through of paradigm shift when E-education came into existence. E-education is the new trend developing in the digital world as E learning has become the dire necessity. English language is considered to be one of the backbones of E education because most of the substances present there are in English Language primarily. The E-education platform is not only providing a stand for learning in English, but also learning of the English language. E-learning plays a very imperative role in English language learning. In today's technologically driven globalized world, the knowledge of the English language has become the dire necessity for connection as well as communication across world. The aim of this study is to do a research on redefining the role of e-learning in English language teaching for native speakers of English Language in India. In the contemporary world, technologically advanced electronic mediums such as the internet; Word Wide Web (www) and computer-assisted learning (CAL) etc. have deeply impacted the fundamental functional system of current society. Now days, English has become a global language or Lingua Franca because of electronic means of communication used worldwide due to mass media, entertainment industry, world news, e-learning, etc. This paper is an attempt to utilize every aspect of digitally advanced technological gadgets in teaching English language so it helps collage students how to communicate effectively in the English language within the class room boundaries or even without them. It can certainly improve the performance of teachers and also students as they can constantly advance their levels in English Language through the best use of E-learning. The unstoppable development of computer science and information technology offers a favorable external environment for experimenting with English language teaching learning pedagogies. Software and hardware technologies provide massive E-learning tools such as Content Creation tools, Collaboration tools, Communication tools, Delivery & Distribution Tools and many more. Nowadays, an opportunity is one tap away for teachers to constant improving their pedagogical strategies as per the need of diverse students as well as for students who must have the devotion and dedication to learn without limitation. This paper discusses the necessities, application, advantages and limitations to HEB CASS
“Effectiveness of E-learning Activities in Teaching English”
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“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.
Language Skills Development in E-learning Language Courses
Procedia - Social and Behavioral Sciences, 2015
This paper follows the WCETR 2013 paper and aims to describe new findings in ongoing research project dealing with possibilities of language skills development within the framework of mastering communicative competence in e-learning language courses. The aim of the research is to discover whether some combinations of technological types of exercises used within distance education in a virtual learning environment and types of exercises used in foreign language teaching methodology are more suitable to practise and reinforce three receptive and productive language skills; reading comprehension, listening comprehension and writing. More precisely, the main focus of the research is to identify the most and least suitable combinations of the most frequently used technological types of exercises and those exercises of foreign language teaching methodologies that are used to practice and reinforce each of the above mentioned three language skills. The data processed so far have confirmed the effect on the practice of language skills in e-learning language courses by combining various types of technological exercises used in e-learning applications with techniques used in foreign language teaching methodology.