Considerations for on line english language learning inPresentation Transcript
‘CONSIDERATIONS FOR ON-LINEENGLISH LANGUAGE LEARNING INGREECE’ Evriklea Dogoriti 1, and Jenny Pagge2 1 PhD student Dept. of Early Childhood Education, University of Ioannina 2 Professor Dept. of Early Childhood Education, University of Ioannina Laboratory of New Technologies and Distance Learning Department of Early Childhood Education University of Ioannina-Greece Email:firstname.lastname@example.org
“Social networking is in its infancy and I am guessing it will become as widespread as email” Richard Kimber (Google former Managing Director for S. Asia)
Presentation Format 1. Research background 2. Research design 3. Findings and discussions 4. Further exploration 5. Conclusion
1. Research background1.1 Pedagogical Theory CMC through both asynchronous exchange and synchronous interaction sets a unique learning environment for (FL) learners to expand use of L2 and develop communicative language skills ( Abrams, 2003; Blake, 2000; Lee, 2002a; Pellettieri, 2000). learning takes place within social contexts.(Davis et al 1997:25) Current language instruction goes beyond providing comprehensible input; it creates socially interactive contexts for learners to engage themselves in the learning process (Kinginger, 2001)
1. Research background1.1 Pedagogical Theory The Internet is the primary media of literacy/communication practices opens up multiple communication channels for interpersonal communication, group discussion and information sharing (Shetzer & Warschauer, 2000:171-185).
1. Research backgroundPedagogical Theory Language learning in a social network is based on sharing friends, instant messaging, links, comments, video or audio. Participants learn about socialization through communication and interaction (Wilkenson & Sherman, 1996).. Online learning creates friendly and low-anxiety learning environment allowing even shy students to participate and encourages affective support among peers (e.g., Kern, 1995; Magnan, Farrell, Jan, Tsai, & Worth, 2003)
1. Research backgroundPedagogical Theory CMC promotes greater interaction and reduces teacher involvement, while learners equally share turns in participation (Sullivan & Pratt, 1996). Through network collaboration, learners extend their communicative abilities/experiment on discourse structures /interact with others (e.g., Kern & Warschauer, 2000; Smith, 2003; Toyoda & Harrison, 2002; Tudini, 2003). Through interaction, learners improve grammatical competence (Pellettieri, 2000), written and oral communication skills (e.g., Abrams, 2003; Blake, 2000; Payne & Whitney, 2002).
2. Research design The impact of one example of social networking –Facebook- on ESL teaching and learning Results of the survey and interview analysis of a CALL (Computer Assisted Language Learning) project on the WWW
2. Research designUsing “facebook” in ESL
2. Research designFacebook: the sixth largest country in the world
2. Research design 2.1 Material and Method 25 questionnaires F: 11 M: 14
2. Research design2.1 Procedure-Students Students are introduced to a web-based learning environment Use Facebook as: a content tool to carry out h/w assignment or self-study a communication tool which allows users to interact with each other
2. Research design2.1 Procedure-Students Students engage in online exchange and chatting share and discuss web opinions on the given topic Carry out before reading or listening topic-based activities post answers on the wall send their messages to the language instructor log into the chat room for online exchanges. continue with writing tasks and corrections of their partner’s essays. download the revised copy and placed it in their portfolio as part of the course requirement.
2. Research design2.2 Procedure-language instructor identifies students’ mistakes on usage, vocabulary and grammar provides the answers to the assignments posts revised copies of students’ exchanges for the final evaluation.
2. Research design2.3 Method A 5-point Likert scale survey ranging from (1) “Strongly Disagree” to (5) “Strongly Agree” regarding students’ perspectives and attitudes toward Web-based learning through “facebook” was given to all students at the end of the term a final oral interview where students discuss experiences with online activities and explain the most valuable, appealing, and difficult aspects of Web-based instruction. Interviews were recorded for data analysis.
2. Research design2.3 End Of Term Oral Interview Questions 1. Briefly explain your experience in using Web-based instruction for this course. 2. Describe your experience doing the online activities. What activities did you like the most and the least and why? Do you think your English skills have improved through the online activities and online discussions? 3. What was the most appealing aspect of using Facebook and why? 4. Describe the least important part of the Facebook course and why. 5. Overall, tell me how the experience of this course changed your perspectives on the Web-based instruction?
Findings and Discussion1. 1 The use of web-basedinstruction in ESL/EFL learningLearners’prior English learningexperience on web-based learning
Findings and Discussion1.2 Learners’ Perspectives of Web-based Instruction Item statements Mean 1. I believe Facebook was useful to me 4.52 2. Online activities helped me improve my English skills. 4.47 3. I was at ease with using Facebook. 4.41 4. I find learning more effective when socialising informally. 4.34 5. I enjoyed chatting online with my peers. 4.02 6. I believe online writing activities have improved my writing skills. 4.16 7. I think chatting online has enhanced my communication skills. 3.25 8. Working with someone online was beneficial to me. 3.48 9. I found the topics to be interesting assignments. 4.30 10. I will continue to explore Internet technology beyond this course. 4.52 Table 1 Oral Interview Results
Findings and Discussion1.3 Oral Interview AnalysisFacebook and Collaborative Learning majority of students viewed online-based learning as a novel and beneficial communication tool for their language development. students feel “connected” to people and the world’s knowledge. In the classroom they feel “disconnected” or isolated. The constant interaction among learners was a source of motivation. Online learning promoted organization and group work in the classroom.
Findings and Discussionquotes from the oral interviews “Online communication helped me stop being afraid to speak English in front of other people” “I felt quite competitive trying to impress my peers and tutor performing my best” “This method of learning has helped me realize that I am capable of organizing and carrying out group work”
Findings and DiscussionFeedback The goal of online exchange through social interaction was to engage students in sharing, exchanging, and debating information relevant to their life experiences.
Findings and Discussion quotes from the oral interviews “The feedback the tutor gave us regarding the tasks was useful and a source of information” “The difficulties that I met allowed me to become familiar with my weak areas and try to improve them”
Findings and DiscussionAssessment quality of the students’ writing positively showed improvement, especially in use of lexical items and grammatical structures. Task-based instruction was essential to build language proficiency through listening to podcasts, watching videos, explaining situations and expressing opinions in different contexts. After a term of writing exchanges, students received higher scores by the tutor.
Findings and Discussionquotes from the oral interviews “The assessments via interviews and interactions allowed me to evaluate how much I had learned” “I paid more attention to the corrections posted by my tutor and tried to score higher each time”
Conclusions “facebook” as an instructional tool facilitated the development of students’ language skills reinforced their cognitive skills supported an active learning environment online exchanges were tailored to students’ needs writing activities were integrated into online discussions collaborative exchanges among their peers
Conclusions students were content with and motivated by the well structured online tasks expanded use of target language to enlarge knowledge beyond classroom setting CMC facilitated interaction between students and instructor instructor guided, assessed and provided constructive feedback to students.
Further Exploration Aspects to be examined: the role of the teacher evaluation of the Computer Mediated Synchronous Interaction related to educational goals and expectations.