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    Considerations for  on line english language learning in Considerations for on line english language learning in Presentation 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:dogoritievi@hotmail.com
    • “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.
    • Thank you for your attention! Any Questions?