Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.
Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.
This chapter discusses how to adapt online learning to teach Japanese language courses. The author overviews the current language education situation in Japan, introducing the existing online Japanese courses and examine their content. Online learning is convenient because learners can learn at any time or place. However, learning Japanese online has a problem, namely a complicated typing system. The author details how typing in Japanese can be an obstruction to learning online. She also discusses the merits of typing exercises. Their previous research shows that learning Japanese characters at an early stage of learning can improve the students’ listening ability. The author introduces hiragana and katakana software which can enhance the learning of characters. Finally, she describes a system to monitor the students’ progress and involvement and how to incorporate online learning with face-toface instruction.
This chapter first provides an overview as to the history and factors that have contributed to a marked decrease in the number of Chamorro language speakers in Guam. Although recent efforts by the Government of Guam as well as community groups have sought to reverse this decrease, there continues to be a decline in the number of Chamorro speakers, especially amongst the youngest generations. In a contemporary context, the chapter will focus on the acquisition, maintenance, and the attitudes toward the Chamorro language among the young generation in Guam. Data collected from 582 participants was statistically analyzed. The results show that 80.4% of participants claimed that they understand the Chamorro language, more or less. However, only 4.5% of them evaluated their speaking ability as very good. Among the participants in our study, only 2.6% acquired Chamorro as their mother language, and 9.8% regularly use the Chamorro language. These results show that the extent of the shift on Guam among the youngest generation to the use of English is statistically large.
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