Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

Дзюбата, Зоряна

doi:10.31475/ped.dys.2020.28.01

Cited by 3 publications

(6 citation statements)

References 1 publication

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“…Where students learn asynchronously, however, the delay in providing appropriate feedback is problematic and the longer the delay in providing feedback, the less effective that feedback becomes (Canals et al, 2020). Additionally, less able or motivated learners may not receive the guidance or instructor input they need to remain engaged, and asynchronous learning may lead to a sense of isolation (Dziubata, 2020). In one study, in weeks five and eight when students were required to upload selfreflection reports, the number of those who watched the videos increased, indicating that students responded to lecturers' prompting and that there was still a heavy reliance upon lecturers' input rather than being self-motivated (Lin et al, 2019).…”

Section: Interaction and Feedbackmentioning

confidence: 99%

“…In fact, asynchronous communication is the most prominent form of computer-mediated instruction (Nejad et al, 2021). Asynchronous learning has some specific advantages, such as the ability for learners to learn in their own time and at their own pace in an environment where students may perceive less pressure because there is no requirement to provide immediate response in class with the accompanying fear of being judged by peers; learners have more time to formulate their ideas and assimilate learning into their experience (Dziubata, 2020). This is confirmed by who found that synchronous videoconferencing may place undue pressures on language students who may be unable to understand the target language and respond in real-time.…”

Section: Synchronous and Asynchronous Learningmentioning

confidence: 99%

“…As such, it could even be said that asynchronous learning is more student-centered with learners developing at their own pace, the increased input required from students increasing their intrinsic motivation to study (Özdal et al, 2021). Therefore, asynchronous learning is eminently suited to highly motivated learners (Dziubata, 2020). However, in the language learning context, asynchronous learning tends to increase learners' reading and writing skills more than speaking skills as assignments are typically in written form, often requiring considerable reading (Özdal et al, 2021).…”

Section: Synchronous and Asynchronous Learningmentioning

confidence: 99%

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Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

2022

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Aim/Purpose: The purpose of this research is to determine whether ESL teaching videos as a form of asynchronous online knowledge sharing can act as an aid to ESL learners internalizing knowledge in language acquisition. In this context, internalizing knowledge carries the meaning of being able to remember language, and purposefully and accurately use it context, including appropriacy of language, and aspects of correct pronunciation, intonation, stress patterns and connected speech, these being the elements of teaching and practice that are very often lacking in asynchronous, online, instructional video. Background: Knowledge Management is the field of study, and the practice, of discovering, capturing, sharing, and applying knowledge, typically with a view to translating individuals’ knowledge into organizational knowledge. In the field of education, it is the sharing of instructors’ knowledge for students to be able to learn and usefully apply that knowledge. In recent pandemic times, however, the mode of instruction has, of necessity, transitioned from face-to-face learning to an online environment, transforming the face of education as we know it. While this mode of instruction and knowledge sharing has many advantages for the online learner, in both synchronous and asynchronous learning environments, it presents certain challenges for language learners due to the absence of interaction and corrective feedback that needs to take place for learners of English as a Second Language (ESL) to master language acquisition. Unlike other subjects where the learner has recourse to online resources to reinforce learning through referencing external information, such as facts, figures, or theories, to be successful in learning a second language, the ESL learner needs to be able to learn to process thought and speech in that language; essentially, they need to learn to think in another language, which takes time and practice. Methodology: The research employs a systematic literature review (SLR) to determine the scope and extent to which the subject is covered by existing research in this field, and the findings thereof. Contribution: Whilst inconclusive in relation to internalizing language through online, asynchronous instructional video, through its exploratory nature, the research contributes towards the body of knowledge in online learning through the drawing together of various studies in the field of learning through asynchronous video through improving video and instructional quality. Findings: The findings of the systematic literature review revealed that there is negligible research in this area, and while information exists on blended and flipped modes of online learning, and ways to improve the quality and delivery of instructional video generally, no prior research on the exclusive use of asynchronous videos as an aid to internalizing English as a second language were found. Recommendations for Practitioners: From this research, it is apparent that there is considerably more that practitioners can do to improve the quality of instructional videos that can help students engage with the learning, from which students stand a much better chance of internalizing the learning. Recommendation for Researchers: For researchers, the absence of existing research is an exciting opportunity to further explore this field. Impact on Society: Online learning is now globally endemic, but it poses specific challenges in the field of second language learning, so the development of instructional videos that can facilitate this represents a clear benefit to all ESL learners in society as a whole. Future Research: Clearly the absence of existing research into whether online asynchronous instructional videos can act as an aid to internalizing the acquisition of English as a second language would indicate that this very specific field is one that merits future research. Indeed, it is one that the author intends to exploit through primary data collection from the production of a series of asynchronous, online, instructional videos.

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Section: Interaction and Feedbackmentioning

confidence: 99%

Section: Synchronous and Asynchronous Learningmentioning

confidence: 99%

Section: Synchronous and Asynchronous Learningmentioning

confidence: 99%

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Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

2022

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“…While drawbacks on the use of screencasting, as a part of asynchronous learning, are closely related to learning motivation and content effectiveness. Dziubata [13] notes that asynchronous learning tends to be successful when students are driven and self-motivated. Also, they require less (or no) guidance to complete their assignments.…”

Section: Benefitsmentioning

confidence: 99%

“…Also, they require less (or no) guidance to complete their assignments. Regarding the effectiveness of content, Dziubata [13] also asserts that implementing online learning is a real challenge and it requires proper support and preparation, especially in engaging learners and creating an interactive learning environment.…”

Section: Benefitsmentioning

confidence: 99%

Screen Casting in Online English Class: Family Law Students' Perspectives

Riyanti¹,

Thesalonika²

2022

Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021

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Due to the COVID-19 pandemic, most of the online classes in the Family Law Study Program, Universitas Islam Indonesia are still conducted synchronously; however, English classes for 2020 Family Law students were mostly held asynchronously to meet the issues students dealt with since the beginning of the academic year. The study explores Family Law students' perspectives on screencasting used in their English classes, especially in the second semester of 2020/2021. The study was conducted to the 2020 batch of the Family Law Study Program, Faculty of Islamic Studies, Universitas Islam Indonesia, via short survey and in-depth interview. The results indicate that the 2020 Family Law students enjoy learning asynchronously in their English classes. The survey indicates that screencasting helps the students comprehend the materials delivered, even though a third of the total students can fully understand the tutorials. The interview results illustrate benefits and drawbacks in implementing screencasting in the online English classes. The interviewee favors Screencast-O-Matic for video production; however, they demand a shift in video broadcasting (Panopto to YouTube) due to ease of access. The interviewees encourage the lecturer to have more live (synchronous) sessions or alternate between synchronous and asynchronous sessions.

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Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants

Berdesi

2022

Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education

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This case study aims to present a 36, online, beginner, intensive course of English for Speakers of Other Languages (ESOL) which addresses six young adult migrant students and is to be implemented in a non-formal educational context in Western Greece. The curriculum combines both synchronous and asynchronous distance learning principles and the presentation-practice-production (PPP) teaching method. The authentic, real-life activities integrate digital tools and aim to enable students to acquire basic English corresponding to A1-A2 levels of the common European framework of reference for languages (CEFR) to communicate effectively in simple everyday situations. Technology-enhanced language learning (TELL) principles are also employed as the learners practice individually on Google Classroom platform using simple digital tools. Finally, some reflective comments aim to highlight the strengths and weaknesses of this course and help for further improvement before its implementation.

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Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

Cited by 3 publications

References 1 publication

Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

Knowledge Management Applied to Learning English as a Second Language Through Asynchronous Online Instructional Videos

Screen Casting in Online English Class: Family Law Students' Perspectives

Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants

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