A blended learning environment for individualized English listening and speaking integrating critical thinking

Yang, Ya-Ting Carolyn; Chuang, Ya-Chin; Li, Lung-Yu; Tseng, Shin-Shang

doi:10.1016/j.compedu.2012.12.012

Cited by 103 publications

(83 citation statements)

References 43 publications

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“…In addition, while online resources have been used to promote language learners' critical thinking skills, this line of research is limited to speaking and listening (e.g., Yang & Chou, 2008;Yang et al, 2013); almost no research has particularly showcased the relationship between students' critical thinking skills and online resources in the writing classroom. Even among the research on online resources and critical thinking skills, studies along these lines have primarily focused on using online technology itself, such as discussion forums, to facilitate language learners' critical thinking skills in dealing with discourse content.…”

Section: E-learning Resources As Learning Materialsmentioning

confidence: 99%

Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

Zhang

2018

SAGE Open

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This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers' development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students' written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

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Section: E-learning Resources As Learning Materialsmentioning

confidence: 99%

Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

Zhang

2018

SAGE Open

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“…Research on the effectiveness of CMC shows positive, encouraging results in cue-rich environments such as SecondLife (Tan, Sutanto, and Phang 2012), indicating that task completion or communication effectiveness can be just as good via CMC as via face-to-face interaction (Tan, Tan, and Teo 2012). Some research has even shown that CMC can be beneficial for foreign language learning (e.g., Rama et al 2012;Sahin 2009;Yang et al 2013). …”

Section: Communication Abilitymentioning

confidence: 93%

“…Accordingly, the "cognitive" category includes abilities usually acquired through schooling, such as mathematical or statistical knowledge (e.g., Miller, Stanney, and Wooten 1997;Ramalingam and Wiedenbeck 1998), or overall academic performance . However, cognitive aspects extend beyond formal education to skills such as one's critical thinking (e.g., Hemby 1999;Yang et al 2013) or problem solving abilities (e.g., Lowther, Bassoppo-Moyo, and Morrison 1998), one's cognitive or learning style (e.g., Hemby 1999), mental models (e.g., Nückles and Sturz 2006), or perceptual processes (e.g., Marquie, Jourdan-Bouddaert, and Huet 2002). A number of researchers have investigated knowledge (e.g., Bunz 2002;Gui and Argentin 2011;Hoffman and Blake 2003;Igbaria and Chakrabarti 1990;Lin 2000;Massoud 1991;Morreale, Spitzberg, and Barge 2007;Nückles and Sturz 2006;Potosky 2007;Richter, Naumann, and Horz 2010;Shih 2006;Spitzberg 2006;Woodrow 1992) or computer literacy (e.g., Appel 2012;Chang 2008;Cheng, Plake and Stevens 1985;Ellsworth and Bowman 1982;Hoffman and Blake 2003;Kay 1990;King, Bond, and Blandford 2002;Lin 2000;Pask and Saunders 2004;Stanley 2003;Unlusoy et al 2010).…”

Section: Cognitive Aspectsmentioning

confidence: 99%

7. Computer-mediated communication competence

Bunz¹,

Montez²

2015

Communication Competence

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The chapter reviews the historical development of computer-mediated communication competence research, introducing key figures and terminology. Researchers' variations in both conceptualization and operationalization are discussed and early theoretical models are presented. The chapter continues by reviewing ten related concepts (applied skill; cognitive aspects; communication ability; demographics; emotional and psychological factors; methodology; social context; structural resources; technological context; usage experience) and recent research trends within these broader categories. After discussing the limited theory development work in the area compared to the abundance of methodologicallyoriented contributions, the chapter concludes by making recommendations for future work in the area. These include the need for more consistent terminology, as well as for more theory-based research.

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“…Nonetheless, studies have indicated that the use of a VLE is "predominantly in narrative and interactive modes to offer students access to digital content" (Lameras et al, 2012, p. 143). A similar description has been commonly used to describe the functions of a VLE, mainly as an online learning platform to support faceto-face teaching and improve students' learning process because it offers a repository for course documents, opportunity for collaborative, inquiry-based learning and a variety of communication options such as discussion forums and chat boxes (Álvarez et al, 2013;Chua & Chua, 2017;FrogAsia, 2016;Yang et al, 2013).…”

Section: Use Of a Vle In Teaching And Learningmentioning

confidence: 99%

Understanding Teachers’ Utilisation and Impact of a Virtual Learning Environment: A Multiple-Case Study in Post-Primary Schools in Malaysia

2018

APJCECT

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In line with the vast development of information and communication technology (ICT) and the aim to increase access to education, many nations have introduced teaching and learning that are supplemented with a cloud-based virtual learning environment (VLE). This study is designed to examine the extent of VLE utilisation in Malaysian post-primary national schools. Despite profuse amount of VLE-related programmes, the Malaysian government's national audit findings reported low usage of the VLE. While previous studies have investigated reasons for the underutilisation, focus on gaining a complete understanding behind teachers' utilisation of VLE and its impact on teachers' professional practice is still limited. This research is based on a multiple-case study design, utilising interviews, classroom observations and a survey in an attempt to get a complete understanding of the topic regarding teachers' utilisation of VLE. This study explores the relationships between continuing professional development (CPD) sessions and teacher change as well as teachers' belief. Findings from this study is aimed at providing rich data that enables in-depth understanding of the topic, and that which contributes to valuable recommendations that may be used specifically to improve VLE utilisation in Malaysian post-primary national schools. The findings will also provide important reference for the general academic society regarding a case study research focusing on the utilisation and impact of VLE, especially on a nationwide implementation.

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A blended learning environment for individualized English listening and speaking integrating critical thinking

Cited by 103 publications

References 43 publications

Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

7. Computer-mediated communication competence

Understanding Teachers’ Utilisation and Impact of a Virtual Learning Environment: A Multiple-Case Study in Post-Primary Schools in Malaysia

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