Learning electronic literacy skills in an online language learning community

Simpson, James

doi:10.1080/09588220500335463

Cited by 24 publications

(8 citation statements)

References 22 publications

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“…Instructors can now include computer‐mediated communication (i.e., e‐mail, online chat rooms, and discussion boards) that merges the concepts of written and oral discourse. These activities provide opportunities for students to use their newly learned tools in context and have been shown to provide learners support in improving authentic communicative proficiency (written and oral) and confidence (Roed, 2003; Shang, 2005; Simpson, 2005). In many course management systems, these communications can be collected in full and tracked by student, allowing the instructor to monitor learner progress.…”

Section: Discussionmentioning

confidence: 99%

One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

Coryell

Clark

2009

Foreign Language Annals

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This study investigated self‐assessed anxious learners who enrolled in online Spanish courses to determine if their anxiety was mediated by the lack of face‐to‐face (F2F) and other synchronous learning interactions. Participants were enrolled in courses at two postsecondary institutions located in south‐central Texas. Narrative analysis was used to interpret the interview data. Findings indicated participants experienced language anxiety because their previous F2F and online learning experiences enforced the concept of language as performance with a focus on correctness and precision. However, intercultural respect and a desire to participate meaningfully with diverse cultural communities became a resource for our participants as they wrestled with language learning anxiety and persisted in their learning endeavors. Implications for designing online language instruction for anxious, self‐directed adults are offered.

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Section: Discussionmentioning

confidence: 99%

One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

Coryell

Clark

2009

Foreign Language Annals

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“…Sotillo (2000) pointed out that SCMC discourse functions seem very ''similar to the types of interactional modifications found in face-to-face conversations'' (p. 82). In addition, several studies have reported that synchronous texting in eLearning platforms improves students' writing skills (O'Connor, 2005) and computer literacy (Simpson, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

Mahfouz

Salam

2021

IJLTER

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This study aimed to investigate Jordanian university students’ attitudes toward online learning during the COVID-19 pandemic and lockdowns, shed light on the obstacles students encounter in online learning, and suggest possible solutions. A questionnaire designed by the researchers was used to elicit responses from a study sample consisting of 195 students from the Department of English Language and Literature at the University of Jordan – Aqaba. As this is an attitudinal study, the survey questionnaire was designed to elicit student responses on the following domains: gender, seniority level, socioeconomic status, training and orientation for using eLearning platforms, and their attitudes, whether positive or negative, toward online learning. Results of this quantitative research showed that student attitudes toward online learning are generally negative. The majority of the respondents reported that they prefer face-to-face classroom instruction over online learning because it gives them direct contact with the instructors. Furthermore, results revealed statistically significant diﬀerences amongst students attributed to their gender, whereas no differences were found with regards to their seniority of study, socioeconomic status, and the eLearning platform they prefer to use. The study concludes by proposing some pedagogical recommendations.

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“…Of a total of 231 studies published in Computer Assisted Language Learning journal under the topic of literacy(s), five (i.e., Chen, 2020;Dashtestani & Hojatpanah, 2020;Simpson, 2005;Thomas, 1997;Yeh & Swinehart, 2020) related to digital literacy and no study directly addressed CALL literacy (see Table 2). Thomas (1997) was amongst the early generation of researchers who has aimed at defining new literacies in the digital age.…”

Section: Resultsmentioning

confidence: 99%

How computer assisted language learning literacy is conceptualized in research? The road thus far

Nami¹

2021

AULA_ABIERTA

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For effective integration of any tool including digital technologies into their daily practices of teaching, language teachers need to develop their understanding of such technologies and develop their pedagogical knowledge to draw on them. In other words, they require relevant computer assisted language learning (CALL) literacy. While research on professional, technical, and digital literacies is growing, CALL literacy has not been adequately addressed in second and foreign language learning research. The present article features a comprehensive review of literature on the concept of digital and CALL literacy and offers implications for research in this regard.

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Learning electronic literacy skills in an online language learning community

Cited by 24 publications

References 22 publications

One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

One Right Way, Intercultural Participation, and Language Learning Anxiety: A Qualitative Analysis of Adult Online Heritage and Nonheritage Language Learners

Jordanian University Students’ Attitudes toward Online Learning during the COVID-19 Pandemic and Lockdowns: Obstacles and Solutions

How computer assisted language learning literacy is conceptualized in research? The road thus far

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