Learner experiences in web-based language learning

Son, Jeong-Bae

doi:10.1080/09588220601118495

Cited by 67 publications

(62 citation statements)

References 6 publications

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“…Because the LMS provided students with an always-on communication channel which they could take part in anywhere, they could flexibly choose to integrate it into their daily plan at any comfortable level which may not in turn be optimal for their learning. This led to one of the most important issues of lecturers' role as proposed in previous studies (e.g., Son, 2007;Stepp-Greany, 2002). Therefore, it should be the lecturers' responsibility to provide adequate facilitation for suitable knowledge generation which could keep students stay with the LMS, especially in a highly competitive information environment like internet.…”

Section: Discussionmentioning

confidence: 89%

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Dang¹,

Robertson²

2010

IES

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The integration of interactive online communication into different educational settings has been widely researched since the emergence of Web 2.0 technology. It has been particularly identified to give EFL students more opportunities to express ideas, enhance their engagement in learning activities and promote their confidence during virtual interactions. These benefits coincide with attributes of a learning environment that can foster learner autonomy. Therefore, this paper reports on an investigation into the impacts of the employment of a web 2.0 Learning Management System (LMS) in an EFL course. Data extracted from individual interviews with four undergraduate students in a Vietnamese university was analyzed to illustrate possible effects of LMS in students' ability to initiate, monitor and evaluate their learning process. The presentation continues with a discussion on the cyclic relationship among these three capabilities. It also addresses the local students' perspective on socializing and academic activities as well as the relationship between them in the socio-cultural context of Vietnam. It then concludes with implications for EFL teaching practices with the adoption of LMS and puts forward suggestions for further research.

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Section: Discussionmentioning

confidence: 89%

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Dang¹,

Robertson²

2010

IES

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“…The hypermedia nature of the World Wide Web, in particular, has greatly expanded the power of computer-assisted language learning (CALL) by allowing learners to explore and discover their learning paths themselves and offering them easy access to an on-line database of resources. With a variety of hyperlinked multimedia documents and computer-mediated communication (CMC) tools, the Web can support language teachers to integrate Web resources into the language classroom (Son, 2007;Warschauer, 2001). It can be also a virtual library that has a huge amount of information valuable to English as a second language (ESL) teaching (Allodi, Dokter & Kuipers, 1998;Bell, 1998;Felix, 2001;Murray & McPherson, 2004;Son, 2005;Warschauer & Healey, 1998).…”

Section: Introductionmentioning

confidence: 99%

“…WBLL is language learning that involves the use of the Web and exploits Web materials, resources, applications or tools (Son, 2007). Given that WBLL occurs with Web activities on the Web, it is important to use well-designed WBLL activities to maximize language learning.…”

Section: Introductionmentioning

confidence: 99%

Using Web-Based Language Learning Activities in the ESL Classroom

Son¹

2008

International Journal of Pedagogies and Learning

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This article looks at ways of using Web-based language learning (WBLL) activities and reports the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context. The Web site provides WBLL session plans for ESL teachers, containing three types of WBLL activities: pre-created Web activities for grammar, vocabulary, reading and listening; task-based Web activities that require students to use the Web to produce certain outcomes; and teacher-made Web activities. Participants in WBLL sessions using the Web site showed positive attitudes toward WBLL and expressed the view that they would like to use more Web activities during and outside class time.

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“…In brief, the evaluation of technology assisted language learning and classroom activities is always an important issue because instructors will have a better understanding and knowledge of how digital technology can be used for specific learners for confident learning (Son, 2007;Stepp-Greany, 2002). …”

Section: Reflecting On Teaching Practicementioning

confidence: 99%

Blended Learning as a Theoretical Framework for the Application of Podcasting

Ting¹

2014

ELT

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The use of podcasting has attracted the attention of teachers because it is content-rich and is of wide general interest. Users can listen to podcasts via the Internet or download them on to a portable music player. Some also offer video or animation to make the contents more interesting and easier to understand. Accordingly, podcasts that tend to focus on the use of vocabulary can be very effective in language learning. They help learners hear how to pronounce their words clearly and use them appropriately. In addition to the benefit of its multimodal facilities, the main advantage of podcasting lies in the variety and the control it provides. Many podcasts provide an authentic context including those which are vocationally orientated. In other words, learners can access podcasts linked to their field of study or interest. Therefore, this research project explores how podcasts in an ESL (English for specific purposes) environment can be used with foreign language learners. It then discusses learners' perspectives of podcasts related to certain subjects. Finally, it proposes a number of suggestions for practical strategies and techniques for teaching English through podcasting.

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Learner experiences in web-based language learning

Cited by 67 publications

References 6 publications

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Impacts of Learning Management System on Learner Autonomy in EFL Learning

Using Web-Based Language Learning Activities in the ESL Classroom

Blended Learning as a Theoretical Framework for the Application of Podcasting

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