A salutary lesson from a computer-based self-access language learning project

Lu, Dan

doi:10.1080/09588221.2010.511588

Cited by 15 publications

(5 citation statements)

References 24 publications

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“…Similar caveats are also drawn from previous studies that stress the interdependence of autonomous learning with scaffolding or teacher guidance (Bhattacharya & Chauhan, 2010;Little, 1994;Ryan, 1991). Thus, teacher guidance becomes desirable, especially at the initial stage of employing CALL methods, to assist learners to take advantage of the computer as a medium for autonomous language learning (Lu, 2010). Since e-learning is highly self-directed and self-paced, one of the interventions that teachers can offer is helping students develop time management skills.…”

Section: Discussionsupporting

confidence: 54%

“…Little (1994, p. 435) notes that "learner autonomy is the product of interdependence rather than independence" and the scaffolding provided in instruction is interwoven with learner autonomy. In other words, teachers' appropriate guidance and/or intervention is thus desirable for computerassisted autonomous language learning to bring about positive and lasting effects (Lu, 2010).…”

Section: Introductionmentioning

confidence: 99%

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An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Sun

Chang

Yang

2011

International Journal of Computer-Assisted Language Learning and Teaching

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This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online thematic listening tasks were designed and implemented in English as a Foreign-Language (EFL) college level General English course. Pre- and post-tests were conducted to examine students’ gains in overall listening proficiency. Moreover, students’ mid-term and final exams were compared in order to track student progress. Data on student perceptions of online thematic tasks was also collected and analyzed. Findings suggest that extended online thematic listening tasks may constitute a dynamic forum which fosters significant gains in listening comprehension, test performance, and development of learning strategies. In addition, the findings reveal that students’ initial enthusiasm toward extended online listening tasks faded and the efforts that they put into the tasks gradually decreased as the semester progressed. Therefore, time availability and management become an important pedagogical issue in e-learning.

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Section: Discussionsupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Sun

Chang

Yang

2011

International Journal of Computer-Assisted Language Learning and Teaching

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“…But when these problems happen in a web-based selflearning environment, they are more likely to generate learners' negative emotions and undesirable experiences due to limited scaffolding from others. Therefore, language teachers need to offer more guidance or scaffolding for learners to sustain learning in the webbased environment (Kung & Chuo, 2002;Lu, 2010;Sun et al, 2011). Previous literature has also noted the benefits of the support on learners' person knowledge.…”

Section: Discussionmentioning

confidence: 99%

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

Pei

Suwanthep

2019

Indonesian J. Appl. Linguist.

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The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

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“…Meanwhile empirical evidence supporting the successful integration and application of Information and Computer Technology (ICT) in language learning has been documented in multiple settings and diverse contexts, across education levels and language skills, and through various platforms. For instance, Eneau and Develotte (2012), Chiang (2012), and Lu (2010) reported that French, Taiwanese, and Chinese language learners, respectively, were highly motivated and had positive attitudes toward ICT integration. Focusing on pronunciation learning, Luo (2014) found that Taiwanese students' improvement from the web-based pronunciation learning was as much as those receiving additional feedback from their teacher.…”

Section: Introductionmentioning

confidence: 99%

OER as Language Online Lessons to Enhance Thai University Students’ English Language Skills in the COVID-19 Pandemic Era

Kanoksilapatham

2021

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With the growth and widespread availability of education technologies, English language teaching (ELT) needs to be shaped differently. In addition, the COVID-19 pandemic has accelerated a disruption of education systems all over the world on a scale and scope never seen before. This paper aims to explore the potential of online lessons subcategorized as open educational resources (OER) in enhancing university students' English language skills through the Moodle system. A total of 189 first-year humanities students from a medium sized university in Thailand participated in this study during a semester break. Prior to the OER exposure, the participants completed a questionnaire eliciting personal information, followed by a pre-test on five English language skills. Then, the students were encouraged to freely explore and exploit the online lessons for a period of 19 days. After the OER exposure, a parallel online post-test, a post OER exposure questionnaire, and semi-structured interviews were administered. The pre-test/post-test score comparison shows significant gain scores, suggesting the positive impact of the online lessons on the participants' English performance. However, the questionnaire and interview data reveal intriguing findings about the students' engagement and interaction with the online lessons, highlighting the notions of learner autonomy and self-regulated learning. This study, thus, represents a wake-up call for Thai ELT stakeholders to prepare to shift away from traditional teaching approaches, to modify teachers' behaviours, syllabus, and curriculum, and to empower learners to successfully cope with the changing educational environment.

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A salutary lesson from a computer-based self-access language learning project

Cited by 15 publications

References 24 publications

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

OER as Language Online Lessons to Enhance Thai University Students’ English Language Skills in the COVID-19 Pandemic Era

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