Language Teaching at a Distance : A n Overview of Research

Vorobel, Oksana; Kim, Deoksoon

doi:10.11139/cj.29.3.548-562

Cited by 29 publications

(15 citation statements)

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“…However, it is important to note that increased technology use may lead to improved outcomes in online courses (see Thoms ). Indeed, Vorobel and Kim () discuss current technology available, such as Web 2.0 tools (e.g. blogs and Second Life), and Burston () highlights the growing interest in mobile assisted language learning (MALL) applications especially for online courses (see also Enkin and Forster , for a discussion of how a possible application software based on a psycholinguistic experimental technique may be used in language teaching).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of online teaching in an advanced Spanish language course

Enkin

Mejías-Bikandi

2015

Int J App Linguistics

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Studies on the effectiveness of online language teaching have generally centered on basic or intermediate language courses. The present study examines the effectiveness of an advanced-level online Spanish grammar course. Two sections of the course are compared: one is offered face-to-face, and the other is offered fully online. The goals are both to measure students' achievement in the two sections, and to better understand specific challenges faced by online teaching. The study shows that there was significant improvement (learning) in the online section, and that learning is indeed comparable to that shown in the face-to-face section. However, we identify and discuss one specific challenge faced by an online format: the different nature of the interaction between the learner and the learning environment.Keywords: advanced-level foreign language learning, second language acquisition, computer assisted language learning, Spanish learning, online language learning Los estudios sobre la enseñanza de lenguas en línea generalmente se han enfocado en cursos de nivel básico o intermedio. El presente trabajo examina la efectividad de un curso avanzado de gramática española. Se comparan dos secciones del mismo curso: una ofrecida en línea y la otra presencial. El objetivo es medir el rendimiento de los estudiantes y entender mejor factores específicos que pueden afectar su aprendizaje en línea. El estudio muestra que hay un aprendizaje significativo en la sección en línea, y que el aprendizaje es comparable al experimentado por los estudiantes en la sección presencial. Identificamos también un reto específico que enfrentan los estudiantes en línea: la diferente naturaleza de la interacción entre el estudiante y su entorno de aprendizaje.Palabras clave: aprendizaje de una segunda lengua a nivel avanzado, adquisición de una segunda lengua, aprendizaje de lenguas asistido por ordenador, aprendizaje del español, aprendizaje de lenguas en línea

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Section: Introductionmentioning

confidence: 99%

The effectiveness of online teaching in an advanced Spanish language course

Enkin

Mejías-Bikandi

2015

Int J App Linguistics

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“…Depending on their needs, they can identify their own priority areas and select appropriate simulators for individual work (Surzhenko, 2015;Vorobel & Kim, 2012).…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Role Of Blended Learning In Foreign Language Teaching For Engineering Students

Bakanova¹

2020

European Proceedings of Social and Behavioural Sciences

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“…The purpose of this study is to understand the training, experiences and challenges of online language teachers. The study focuses on the variables of background, training and online teaching experiences and applies that to existing knowledge in the training of distance education teachers (Vorobel & Kim, 2012;Zawacki-Richter & Naidu, 2016) and prior research on the training and experiences of online teachers (Archambault & Crippen, 2009;Archambault & Larson, 2015;Dawley et al, 2010;Murphy-Judy & Johnshoy, 2017;Zheng et al, 2015;Zweig et al, 2015). The questions of interest in the present study are: Research Methods Drew, Hardman and Hosp (2008) emphasize the importance of the research questions driving the choice of research design.…”

Section: Statement Of Intentmentioning

confidence: 99%

“…Fowler (2009) indicates that survey research methods "…meld sampling, question design and data collection methodologies" (p. 1) in order to produce statistics regarding a population of interest. This design is suitable to the questions under study, the nature of the population geographically, their perceived ability as individuals who regularly engage in the use of technology, and the ability for a survey to provide insights into a larger population where relatively little is known (Archambault & Larson, 2015;Hurd, 2006) especially in the area of K-12 OLE (Karadeniz & Sözler, 2016;Vorobel & Kim, 2012). Cox and Cox (2008) highlight that surveys allow for a collection of a broad amount of information on a large group of people.…”

Section: Statement Of Intentmentioning

confidence: 99%

“…This includes having a clearly established way to troubleshoot technical issues that may impede learning (Archambault & Larson, 2015) so that the focus of the course is on learning the material and not on the delivery system (Bailey & Hendricks, 2014). to understand better how languages may differ in the way that online education can be approached (Vorobel & Kim, 2012). The next group of questions (11-17) was designed to elicit information regarding the training participants have received in online instruction.…”

Section: Instrumentmentioning

confidence: 99%

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A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

Plummer¹

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This study presents the results of a survey of 264 current online language teachers. The findings tell us that current online language teachers are highly experienced in traditional classrooms; however, the majority have only started teaching language online within the past five years. The teachers in this study taught grade levels from early childhood education to adult education, in a total of twenty different countries, and twenty different languages. Most of the teachers said they had participated in some form of training for teaching online with just over half saying they had participated in training specifically focused on teaching language online. Technology was the most common area they received training in. Assistive technology and professional practice were the two areas they said they had the least amount of training. The most common provider of training was their employer in formats from one-time sessions to ongoing training. The results of this study suggest the areas current online language teachers struggle with the most in teaching language online are: technology, student perseverance and online language pedagogy with preferences for both structured and unstructured professional development to help with those challenges. When making recommendations for providing training for teaching language online, the teachers in the present study said that technology, online pedagogy and online language pedagogy should be covered in formal teacher preparation programs. Comparisons of the responses by teachers across grade levels and languages taught are presented and the study ends with recommendations for training providers and directions for future research.

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Language Teaching at a Distance : A n Overview of Research

Cited by 29 publications

References 29 publications

The effectiveness of online teaching in an advanced Spanish language course

The effectiveness of online teaching in an advanced Spanish language course

The Role Of Blended Learning In Foreign Language Teaching For Engineering Students

A survey of preK-12, university and adult online language educators’ background, experiences, training and challenges

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