Teaching Spanish Through Distance Education: Implications of a Pilot Study<sup>1</sup>

Glisan, Eileen W.; Dudt, Kurt; Howe, Marilyn S.

doi:10.1111/j.1944-9720.1998.tb01332.x

Cited by 31 publications

(17 citation statements)

References 19 publications

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“…In addition, the role of videoconferencing technology helped to develop listening comprehension skills where the students were engaged in a multi-modal approach of learning and teaching target language. These results go with the results reported by Glisan, Dudt, and Home (1998). Moreover, CMC also developed students' performance in listening skills.…”

Section: Questionsupporting

confidence: 81%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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This study aimed at investigating the use of web-cam chat as one of the most effective tools of Computer-Mediated Communication (CMC), and measuring its effect on the sociocultural competence of the English as foreign language learners. The sample of the study consisted of 38 undergraduate EFL learners who registered for a Conversational Skills Course at Al-alBayt University during the academic year 2013-2014. However, the chosen sample of the study was of two groups: Group one consisted of (20) students, which was chosen as an experimental group, and group two consisted of (18) students, which was assigned as a control group. Data were collected within 8 weeks and statistical analysis was prepared (T-test, one-way analysis of variance, and Scheffe). To assess the effect of using web-cam chat on EFL learners sociocultural competence, students in both groups sat for a written and an oral test at the beginning of the second semester of the academic year 2013-2014 so as to determine their actual sociocultural knowledge before starting the experiment. After 8 weeks, the same test was administered as a posttest. The results of the study indicated that the experimental group performed better that the control group in the sociocultural aspects of language due to the new method of teaching that is Web-cam chat. The results of the study showed that the experimental group acquired some sociocultural aspects rather than the others. Additionally, the findings of the study revealed that the experimental group students have developed their language skills. This might be due to the effect of web-cam chat through which the experimental groups' students interacted a lot with native speakers of English. Accordingly, a set of recommendations were provided at the end of this study.

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Section: Questionsupporting

confidence: 81%

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Bataineh¹,

Al-Abdali²

2015

IJE

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“…Teacher-specific motivational components emerged as crucial factors when students evaluated the learning situation in LOL courses, as is often stressed in CALL literature for the effective use of the technology (e.g., Belz, 2003;Glisan, Dudt, & Howe, 1998;Hertz, 1987;Jones, 1986).…”

Section: The Importance Of Teachersmentioning

confidence: 99%

Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

Ushida

2013

CALICO

204

148

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This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework (Gardner & MacIntyre, 1993) while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching.

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“…In terms of research approaches to exploring distance language learning, there has been a heavy predominance of descriptive studies (e.g. Rothenberg 1998;Rogers & Wolff 2000), with surveys (Williams & Sharma 1988;Abrioux 1991), case studies (Crooks & Lamy 1995;Jennings 1995), pilot studies (Glisan, Dudt & Howe 1998) and multiple-method qualitative studies (White 1999a) also used in research design. Within the descriptive studies a prominent approach is to describe the process of course development CYNTHIA WHITE is Associate Professor in the School of Language Studies, Massey University, New Zealand.…”

Section: Introductionmentioning

confidence: 99%

Distance learning of foreign languages

White¹

2006

Lang. Teach.

114

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This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of 'low-end' technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching. Important themes explored in the literature include traditional and emerging paradigms for distance language learning, the development of hybrid learning opportunities, course development and evaluation, teaching roles, learner support, the advent of computer-mediated communication (CMC) and new learning spaces, technology choice in particular sociocultural contexts, and learner contributions to the process of distance language learning, all of which are reviewed here. Throughout the article emphasis is placed on the complexity of distance language learning and teaching given the presence and interplay of human, institutional and sociocultural influences; emphasis is also given to the value of adopting a learner-centred focus in exploring the actual experience and potential of the distance learning of foreign languages.

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Teaching Spanish Through Distance Education: Implications of a Pilot Study¹

Cited by 31 publications

References 19 publications

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

Distance learning of foreign languages

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Teaching Spanish Through Distance Education: Implications of a Pilot Study1

Cited by 31 publications

References 19 publications

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

The Effect of Using Web-Cam Chat on the Undergraduate EFL Learners᾽ Socio-Cultural Competence

Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

Distance learning of foreign languages

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Teaching Spanish Through Distance Education: Implications of a Pilot Study¹