Applying e-learning Environments in Foreign Language Instruction: a study of Learner Autonomy and Strategies
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- Bu səhifədəki naviqasiya:
- Tien-Tsai Chiang
- LITERATURE REVIEW
- Learner Autonomy and Strategies in E-Learning Environments
- S level 3 heading: 12-point, bold, indent 4 spaces, capitalized first letter ubjects.
- CONCLUSION AND LIMITATION
- Q UESTIONNAIRE
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A  pplying E-Learning Environments in Foreign Language Instruction: A Study of Learner Autonomy and Strategies
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two-line blank, 12-point) Tien-Tsai Chiang (12-point, bold, centered) Shih Chien University tchiang@mail.usc.edu.tw
With more advanced Internet technology, foreign language education particularly in English as a foreign language has been revolutionized. Synchronous (e.g., instant messaging and voice chat) and asynchronous (e.g., e-mail and blogs) Internet application tools have been widely used in foreign language learning and teaching. Language learners can be ushered into an electronic environment where they are able to involve themselves in the pragmatic, authentic, and functional use of language for meaningful purposes. E-learning environments provide students with more opportunities to encourage themselves to be more responsible for their own learning. The purpose of this study is to examine the extent to which students are active and independent in their own English language learning, and specified cognitive, social, and metacognitive strategies they use in the e-learning environment. The participants were 98 English major sophomores enrolled in two Intermediate English Listening Comprehension classes at Shih Chien University. (11-point, indent 4 spaces from both sides, single-spacing) (one-line blank, 11-point)
(three-line blank, 12-point) INTRODUCTION(level 1 heading: 14-point, bold, centered, all capitalized letters) (one-line blank, 12-point) With more advanced Internet technology, foreign language education particularly in English as a foreign language has been revolutionized. Synchronous (e.g., instant messaging and voice chat) and asynchronous (e.g., e-mail and blogs) Internet application tools have been widely used in foreign language learning and teaching. With the integration of computer technology language teachers can increase learner motivation and autonomy; language learners can also be ushered into an electronic learning environment where they are able to involve themselves in the pragmatic, authentic, and functional use of language for meaningful purposes. (one-line blank, 12-point) Research Questions (level 2 heading: 12-point, bold, capitalized first letter) The following research questions are in this study:
(two-line blank, 12-point) LITERATURE REVIEW (one-line blank, 12-point) E-Learning and Language Teaching Due to its ubiquity and the easy access to information, Internet technology has received great popularity with students and teachers. Thus, e-learning is increasingly becoming an important component in foreign language education. Given the strong interest in the potential of e-learning environments, a great number of studies have been conducted to explore the effectiveness of Internet technology in regard to the teaching of reading, writing, listening, speaking, and some other cognitive or social/communicative skills. (one-line blank, 12-point)
The promotion of learner autonomy or self-directed learning has been one of the most important instructional goals in second/foreign language teaching over the years. Language teachers should help encourage their students to take control of their own learning and reflect on their learning processes. Oxford (1990) states that unless students are willing to take greater responsibility for their own learning any teaching strategies or methods will achieve less. In other words, the most effective teaching processes are those that can motivate each individual to become an independent learner. Computer technology is indeed one of the most promising and powerful instructional tools, allowing individualized learning to meet each student's specific needs. Research on learner autonomy in the context of e-learning environments has been explored in great detail (Baker, 2007; Benson, 1997, 2001; Blin, 2004; Figura & Jarvis, 2007; Mynard, 2007). Autonomy in language learning, according to Benson (2001, p. 142), “is about people taking more control over their learning in classrooms and outside them” and “involves abilities and attitudes that people posses, and can develop to various degrees.” … (two-line blank, 12-point) METHODOLOGY (one-line blank, 12-point) In this section, the research design of this study will be introduced in terms of subjects and the course. (one-line blank, 12-point) Subjects and the Course (level 2 heading: 12-point, bold, capitalized first letter) S level 3 heading: 12-point, bold, indent 4 spaces, capitalized first letter  ubjects. Participants of this study were 98 English major sophomores from two classes in the Department of Applied Foreign Language at Shih Chien University. They had taken a course Basic Aural-Oral Training in English in their freshman year. The course, Intermediate Aural-Oral Training in English, was a required course taught by the researcher once a week, and each meeting consisted of two periods.
(two-line blank, 12-point) RESULTS AND DISCUSSION (one-line blank, 12-point) The purpose of this study is to examine the extent to which students are active and independent in their own English language learning, and specified cognitive, social, and metacognitive strategies they use in the e-learning environment. The results of the study are discussed regarding the research questions. To what extent do students use computer technology to learn English and what are their attitudes toward English learning via e-learning environments? Asked about how much time they spent using the computer to learn English every day, all the students reported (see Table 1) that they used computers to study English. 75% of the students spent 1 to 2 hours on the computer, 19% between 2 to 4 hours, 4% between 4 to 6 hours, and 1% more than 6 hours. … (one-line blank, 12-point) Table 1. Learning Behavior (one-line blank, 12-point)
(one-line blank, 12-point) R
esponding to Questions 21 and 22 a majority of students agreed (71% and 67%) and strongly agreed (15% and 19%) that audio and visual materials were engaging and effective in learning English. Those online and authentic materials helped the learners work primarily individually outside the classroom. In response to Questions 23 and 24, most of the students in the study gave positive feedback (72% and 85%) to e-learning quizzes and activities carried out in the course even though a heavy load of assignments and activities were demanded of them. Overall, the students were comfortable with working on the computer independently. Similarly, commenting on the quizzes selected in weekly assignments, one student wrote in the open-ended question: (one-line blank, 12-point) I (one-line blank, 12-point) Another student also expressed the benefits received from this course in this e-learning environment. … (two-line blank, 12-point) CONCLUSION AND LIMITATION (one-line blank, 12-point) Applying e-learning environments to enhance students’ English learning can be considered a helpful way of increasing their learning autonomy and variety of strategy use. Computer technology provides a wealth of resources and potential, which facilitate the students to be able to work on their own and in turn motivates them by taking responsibility for their own learning. … T If the page number of the journal begins every issue, the issue number is required in the citation. If the number begins every volume and continues through the issues, the issue number is omitted. his study gains some insight into how EFL students learn autonomously and what strategies they apply in e-learning environments. … (two-line blank, 12-point)  
REFEREENCES (one-line blank, 12-point) Armstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. AACE Journal, 16(3), 233-251. B
aker, N. (2007). Technology and learner autonomy: Teachers’ and students’ perceptions towards learner autonomy in a computer-based learning environment in a Malaysian context. Proceedings of the independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies. Chiba, Japan. Benson, P. (1997). The semiotics of self-access language learning in the digital age. In V. Darleguy, et at. (eds.) Educational Technology in Language Learning: Theoretical Considerations and Practical Applications (pp. 70-78). Lyon, France: INSA (National Institute of Applied Sciences). Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Pearson Education Limited. Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System 35, 448–468. Mynard, J. (2007). How computer technology can promote learner autonomy. IATEFL. Retrieved March 12, 2012, from
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1996). The good language learner. Clevedon, UK: Multilingual Matters. (two-line blank, 12-point)
(one-line blank, 12-point) Tien-Tsai Chiang is an assistant professor of Shih Chien University. He has been teaching English for over twenty years. His research interests include TESOL, computer-technology teaching, and curriculum design. (12-point)
( Q  UESTIONNAIRE
(one-line blank, 12-point) If there is more than one appendix, use Appendix A (or B or C, etc.) Yüklə 26,08 Kb. Dostları ilə paylaş:
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think the professor has used some useful, interesting and real-life topics on the weekly quiz. Like this week’s topic--Lady Gaga, it is more familiar to us and we’ll have interests in it than other topics such as medical reports.
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