Considerations for on line english language learning in
1. ‘CONSIDERATIONS FOR ON-LINE
ENGLISH LANGUAGE LEARNING IN
GREECE’
Evriklea Dogoriti 1, and Jenny Pagge2
1 PhD student Dept. of Early Childhood Education, University of Ioannina
2 Professor Dept. of Early Childhood Education, University of Ioannina
Laboratory of New Technologies and Distance Learning
Department of Early Childhood Education
University of Ioannina-Greece
Email:dogoritievi@hotmail.com
2. “Social networking is in its infancy and I
am guessing it will become as
widespread as email”
Richard Kimber
(Google former Managing Director for S. Asia)
3. Presentation Format
1. Research background
2. Research design
3. Findings and discussions
4. Further exploration
5. Conclusion
4. 1. Research background
1.1 Pedagogical Theory
CMC through both asynchronous exchange and synchronous
interaction sets a unique learning environment for (FL) learners to
expand use of L2 and develop communicative language skills
( Abrams, 2003; Blake, 2000; Lee, 2002a; Pellettieri, 2000).
learning takes place within social contexts.(Davis et al
1997:25)
Current language instruction goes beyond providing
comprehensible input; it creates socially interactive
contexts for learners to engage themselves in the learning
process (Kinginger, 2001)
5. 1. Research background
1.1 Pedagogical Theory
The Internet is the primary media of
literacy/communication practices
opens up multiple communication channels for
interpersonal communication, group discussion
and information sharing (Shetzer & Warschauer,
2000:171-185).
6. 1. Research background
Pedagogical Theory
Language learning in a social network is based on
sharing friends, instant messaging, links, comments,
video or audio. Participants learn about socialization
through communication and interaction (Wilkenson &
Sherman, 1996)..
Online learning creates friendly and low-anxiety learning
environment allowing even shy students to participate
and encourages affective support among peers (e.g.,
Kern, 1995; Magnan, Farrell, Jan, Tsai, & Worth, 2003)
7. 1. Research background
Pedagogical Theory
CMC promotes greater interaction and reduces teacher involvement,
while learners equally share turns in participation (Sullivan & Pratt,
1996).
Through network collaboration, learners extend their
communicative abilities/experiment on discourse structures /interact
with others (e.g., Kern & Warschauer, 2000; Smith, 2003; Toyoda
& Harrison, 2002; Tudini, 2003).
Through interaction, learners improve grammatical competence
(Pellettieri, 2000), written and oral communication skills (e.g.,
Abrams, 2003; Blake, 2000; Payne & Whitney, 2002).
8. 2. Research design
The impact of one example of social networking
–Facebook- on ESL teaching and learning
Results of the survey and interview
analysis of a CALL (Computer Assisted
Language Learning) project on the WWW
12. 2. Research design
2.1 Procedure-Students
Students are introduced to a web-based
learning environment
Use Facebook as:
a content tool to carry out h/w assignment
or self-study
a communication tool which allows users
to interact with each other
13. 2. Research design
2.1 Procedure-Students
Students engage in online exchange and chatting
share and discuss web opinions on the given topic
Carry out before reading or listening topic-based activities
post answers on the wall
send their messages to the language instructor
log into the chat room for online exchanges.
continue with writing tasks and corrections of their partner’s
essays.
download the revised copy and placed it in their portfolio as
part of the course requirement.
14. 2. Research design
2.2 Procedure-language instructor
identifies students’ mistakes on usage,
vocabulary and grammar
provides the answers to the
assignments
posts revised copies of students’
exchanges for the final evaluation.
15. 2. Research design
2.3 Method
A 5-point Likert scale survey ranging from (1)
“Strongly Disagree” to (5) “Strongly Agree”
regarding students’ perspectives and attitudes
toward Web-based learning through “facebook” was
given to all students at the end of the term
a final oral interview where students discuss
experiences with online activities and explain the
most valuable, appealing, and difficult aspects of
Web-based instruction.
Interviews were recorded for data analysis.
16. 2. Research design
2.3 End Of Term Oral Interview Questions
1. Briefly explain your experience in using Web-based
instruction for this course.
2. Describe your experience doing the online activities. What
activities did you like the most and the least and why?
Do you think your English skills have improved through the
online activities and online discussions?
3. What was the most appealing aspect of using Facebook
and why?
4. Describe the least important part of the Facebook course
and why.
5. Overall, tell me how the experience of this course changed
your perspectives on the Web-based instruction?
17. Findings and Discussion
1. 1 The use of web-based
instruction in ESL/EFL learning
Learners’prior English learning
experience on web-based learning
18. Findings and Discussion
1.2
Learners’ Perspectives of Web-based Instruction
Item statements Mean
1. I believe Facebook was useful to me 4.52
2. Online activities helped me improve my English skills. 4.47
3. I was at ease with using Facebook. 4.41
4. I find learning more effective when socialising informally. 4.34
5. I enjoyed chatting online with my peers. 4.02
6. I believe online writing activities have improved my writing skills. 4.16
7. I think chatting online has enhanced my communication skills. 3.25
8. Working with someone online was beneficial to me. 3.48
9. I found the topics to be interesting assignments. 4.30
10. I will continue to explore Internet technology beyond this course. 4.52
Table 1
Oral Interview Results
19. Findings and Discussion
1.3 Oral Interview Analysis
Facebook and Collaborative Learning
majority of students viewed online-based learning as a
novel and beneficial communication tool for their
language development.
students feel “connected” to people and the world’s
knowledge. In the classroom they feel “disconnected”
or isolated.
The constant interaction among learners was a source of
motivation.
Online learning promoted organization and group work
in the classroom.
20. Findings and Discussion
quotes from the oral interviews
“Online communication helped me stop being
afraid to speak English in front of other people”
“I felt quite competitive trying to impress my
peers and tutor performing my best”
“This method of learning has helped me realize
that I am capable of organizing and carrying out
group work”
21. Findings and Discussion
Feedback
The goal of online exchange through
social interaction was to engage students
in sharing, exchanging, and debating
information relevant to their life
experiences.
22. Findings and Discussion
quotes from the oral interviews
“The feedback the tutor gave us regarding
the tasks was useful and a source of
information”
“The difficulties that I met allowed me to
become familiar with my weak areas and
try to improve them”
23. Findings and Discussion
Assessment
quality of the students’ writing positively
showed improvement, especially in use of lexical
items and grammatical structures.
Task-based instruction was essential to build
language proficiency through listening to
podcasts, watching videos, explaining situations
and expressing opinions in different contexts.
After a term of writing exchanges, students
received higher scores by the tutor.
24. Findings and Discussion
quotes from the oral interviews
“The assessments via interviews and
interactions allowed me to evaluate how
much I had learned”
“I paid more attention to the corrections
posted by my tutor and tried to score
higher each time”
25. Conclusions
“facebook” as an instructional tool
facilitated the development of students’ language skills
reinforced their cognitive skills
supported an active learning environment
online exchanges were tailored to students’ needs
writing activities were integrated into online discussions
collaborative exchanges among their peers
26. Conclusions
students were content with and motivated by the
well structured online tasks
expanded use of target language to enlarge
knowledge beyond classroom setting
CMC facilitated interaction between students
and instructor
instructor guided, assessed and provided
constructive feedback to students.
27. Further Exploration
Aspects to be examined:
the role of the teacher
evaluation of the Computer Mediated
Synchronous Interaction related to
educational goals and expectations.