considerations for on line english language learning in

‘‘CONSIDERATIONS FOR ON-LINE CONSIDERATIONS FOR ON-LINE ENGLISH LANGUAGE LEARNING IN ENGLISH LANGUAGE LEARNING IN GREECE’GREECE’

Evriklea Dogoriti 1, and Jenny Pagge2 Evriklea Dogoriti 1, and Jenny Pagge2 1 PhD student Dept. of Early Childhood Education, University of 1 PhD student Dept. of Early Childhood Education, University of

IoanninaIoannina2 Professor Dept. of Early Childhood Education, University of 2 Professor Dept. of Early Childhood Education, University of

IoanninaIoannina Laboratory of New Technologies and Distance LearningLaboratory of New Technologies and Distance Learning

Department of Early Childhood EducationDepartment of Early Childhood Education University of Ioannina-GreeceUniversity of Ioannina-Greece

Email:[email protected] Email:[email protected]

““Social networking is in its infancy Social networking is in its infancy and I am guessing it will become and I am guessing it will become

as widespread as email”as widespread as email”

Richard KimberRichard Kimber

(Google former Managing Director for S. Asia)(Google former Managing Director for S. Asia)

Presentation FormatPresentation Format

1. Research background1. Research background 2. Research design 2. Research design 3. Findings and discussions 3. Findings and discussions 4. Further exploration 4. Further exploration 5. Conclusion 5. Conclusion

1. Research background1. Research background

1.1 Pedagogical Theory1.1 Pedagogical Theory CMCCMC through both through both asynchronous asynchronous exchange and synchronous exchange and synchronous

interaction sets a unique learning environment for interaction sets a unique learning environment for (FL)(FL) learners to learners to expand use of expand use of L2L2 and develop communicative language skills and develop communicative language skills ( Abrams, 2003; Blake, 2000; Lee, 2002a; Pellettieri, 2000). ( Abrams, 2003; Blake, 2000; Lee, 2002a; Pellettieri, 2000).

learning takes place within social contexts.(Davis et al learning takes place within social contexts.(Davis et al 1997:25)1997:25)

Current language instruction goes beyond providing Current language instruction goes beyond providing comprehensible input; it creates socially interactive comprehensible input; it creates socially interactive contexts for learners to engage themselves in the contexts for learners to engage themselves in the learning process (Kinginger, 2001) learning process (Kinginger, 2001)

1.1 Pedagogical Theory1.1 Pedagogical Theory The Internet is the primary media of The Internet is the primary media of

literacy/communication practicesliteracy/communication practices opens up multiple communication channels foropens up multiple communication channels for

interpersonal communication, group discussion interpersonal communication, group discussion and information sharing (Shetzer & Warschauer, and information sharing (Shetzer & Warschauer, 2000:171-185). 2000:171-185).

1. Research 1. Research backgroundbackground


Pedagogical TheoryPedagogical Theory Language learning in a social network is based on Language learning in a social network is based on

sharing friends, instant messaging, links, comments, sharing friends, instant messaging, links, comments, video or audio. Participants learn about socialization video or audio. Participants learn about socialization through communication and interaction (Wilkenson & through communication and interaction (Wilkenson & Sherman, 1996).. Sherman, 1996)..

Online learning creates friendly and low-anxiety learning Online learning creates friendly and low-anxiety learning environment allowing even shy students to participate environment allowing even shy students to participate and encourages affective support among peers (e.g., and encourages affective support among peers (e.g., Kern, 1995; Magnan, Farrell, Jan, Tsai, & Worth, 2003)Kern, 1995; Magnan, Farrell, Jan, Tsai, & Worth, 2003)

Pedagogical TheoryPedagogical Theory

CMC CMC promotes greater interaction and reduces teacher involvement, promotes greater interaction and reduces teacher involvement, while learners equally share turns in participation (Sullivan & Pratt, while learners equally share turns in participation (Sullivan & Pratt, 1996). 1996).

Through network collaboration, learners extend their Through network collaboration, learners extend their communicative abilities/experiment on discourse structures /interact communicative abilities/experiment on discourse structures /interact with others (e.g., Kern & Warschauer, 2000; Smith, 2003; Toyoda with others (e.g., Kern & Warschauer, 2000; Smith, 2003; Toyoda & Harrison, 2002; Tudini, 2003).& Harrison, 2002; Tudini, 2003).

Through interaction, learners improve grammatical competence Through interaction, learners improve grammatical competence (Pellettieri, 2000), written and oral communication skills (e.g., (Pellettieri, 2000), written and oral communication skills (e.g., Abrams, 2003; Blake, 2000; Payne & Whitney, 2002). Abrams, 2003; Blake, 2000; Payne & Whitney, 2002).


2. Research design2. Research design

The impact of one example of social networking The impact of one example of social networking –Facebook- on ESL teaching and learning –Facebook- on ESL teaching and learning

Results of the survey and interviewResults of the survey and interview analysis of a CALL (Computer Assisted analysis of a CALL (Computer Assisted

Language Learning) project on the WWW Language Learning) project on the WWW


Using “facebook” in ESLUsing “facebook” in ESL


Facebook: the sixth largest country in the Facebook: the sixth largest country in the worldworld

2. Research design2. Research design 2.12.1 Material and Method Material and Method

25 questionnaires

F: 11

M: 14


2.12.1 Procedure-Students Procedure-Students Students are introduced to a web-based Students are introduced to a web-based

learning environmentlearning environment Use Facebook as:Use Facebook as: a content tool to carry out h/w assignment a content tool to carry out h/w assignment

or self-studyor self-study a communication tool which allows users a communication tool which allows users

to interact with each other to interact with each other

2. Research design2. Research design2.12.1 Procedure-Students Procedure-Students Students engage in online exchange and chattingStudents engage in online exchange and chatting share and discuss web opinions on the given topicshare and discuss web opinions on the given topic Carry out before reading or listening topic-based activitiesCarry out before reading or listening topic-based activities post answers on the wallpost answers on the wall send their messages to the language instructor send their messages to the language instructor log into the chat room for online exchanges. log into the chat room for online exchanges. continue with writing tasks and corrections of their partner’s continue with writing tasks and corrections of their partner’s

essays. essays. download the revised copy and placed it in their portfolio as download the revised copy and placed it in their portfolio as

part of the course requirement.part of the course requirement.


2.22.2 Procedure-language instructor Procedure-language instructor

identifies students’ mistakes on identifies students’ mistakes on usage, vocabulary and grammarusage, vocabulary and grammar

provides the answers to the provides the answers to the assignmentsassignments

posts revised copies of students’ posts revised copies of students’ exchanges for the final evaluation. exchanges for the final evaluation.


2.32.3 Method Method A 5-point Likert scale survey ranging from A 5-point Likert scale survey ranging from

(1) “Strongly Disagree” to (5) “Strongly (1) “Strongly Disagree” to (5) “Strongly Agree” regarding students’ perspectives and Agree” regarding students’ perspectives and attitudes toward Web-based learning through attitudes toward Web-based learning through “facebook” was given to all students at the “facebook” was given to all students at the end of the termend of the term

a final oral interview where students discuss a final oral interview where students discuss experiences with online activities and explain experiences with online activities and explain the most valuable, appealing, and difficult the most valuable, appealing, and difficult aspects of Web-based instruction. aspects of Web-based instruction.

Interviews were recorded for data analysis.Interviews were recorded for data analysis.


2.32.3 End Of Term Oral Interview Questions End Of Term Oral Interview Questions 1. Briefly explain your experience in using Web-based 1. Briefly explain your experience in using Web-based

instruction for this course.instruction for this course. 2. Describe your experience doing the online activities. 2. Describe your experience doing the online activities.

What activities did you like the most and the least and What activities did you like the most and the least and why? why?

Do you think your English skills have improved through Do you think your English skills have improved through the online activities and online discussions?the online activities and online discussions?

3. What was the most appealing aspect of using 3. What was the most appealing aspect of using Facebook and why?Facebook and why?

4. Describe the least important part of the Facebook 4. Describe the least important part of the Facebook course and why.course and why.

5. Overall, tell me how the experience of this course 5. Overall, tell me how the experience of this course changed your perspectives on the Web-based changed your perspectives on the Web-based instruction?instruction?

Findings and DiscussionFindings and Discussion

1. 1 The use of web-based instruction in ESL/EFL learning

Learners’prior English learning experience on web-based learning


1.21.2Learners’ Perspectives of Web-based InstructionLearners’ Perspectives of Web-based Instruction

Item statements MeanItem statements Mean

1. I believe Facebook was useful to me 4.521. I believe Facebook was useful to me 4.52

2. Online activities helped me improve my English skills. 4.472. Online activities helped me improve my English skills. 4.47

3. I was at ease with using Facebook. 4.413. I was at ease with using Facebook. 4.41

4. I find learning more effective when socialising informally. 4.344. I find learning more effective when socialising informally. 4.34

5. I enjoyed chatting online with my peers. 4.025. I enjoyed chatting online with my peers. 4.02

6. I believe online writing activities have improved my writing skills. 4.166. I believe online writing activities have improved my writing skills. 4.16

7. I think chatting online has enhanced my communication skills. 3.257. I think chatting online has enhanced my communication skills. 3.25

8. Working with someone online was beneficial to me. 3.488. Working with someone online was beneficial to me. 3.48

9. I found the topics to be interesting assignments. 4.309. I found the topics to be interesting assignments. 4.30

10. I will continue to explore Internet technology beyond this course. 4.5210. I will continue to explore Internet technology beyond this course. 4.52

Table 1Oral Interview Results


1.3 1.3 Oral Interview AnalysisOral Interview Analysis Facebook and Collaborative LearningFacebook and Collaborative Learning majority of students viewed online-based learning as a majority of students viewed online-based learning as a

novel and beneficial communication tool for their novel and beneficial communication tool for their language development. language development.

students feel “connected” to people and the world’s students feel “connected” to people and the world’s knowledge. In the classroom they feel “disconnected” knowledge. In the classroom they feel “disconnected” or isolated. or isolated.

The constant interaction among learners was a source of The constant interaction among learners was a source of motivation. motivation.

Online learning promoted organization and group work Online learning promoted organization and group work in the classroom. in the classroom.


quotes from the oral interviewsquotes from the oral interviews ““Online communication helped me stop being Online communication helped me stop being

afraid to speak English in front of other people”afraid to speak English in front of other people” “ “I felt quite competitive trying to impress my I felt quite competitive trying to impress my

peers and tutor performing my best”peers and tutor performing my best” ““This method of learning has helped me realize This method of learning has helped me realize

that I am capable of organizing and carrying out that I am capable of organizing and carrying out group work”group work”


FeedbackFeedback The goal of online exchange through The goal of online exchange through

social interaction was to engage students social interaction was to engage students in sharing, exchanging, and debating in sharing, exchanging, and debating information relevant to their life information relevant to their life experiencesexperiences..


quotes from the oral interviewsquotes from the oral interviews ““The feedback the tutor gave us regarding The feedback the tutor gave us regarding

the tasks was useful and a source of the tasks was useful and a source of information”information”

““The difficulties that I met allowed me to The difficulties that I met allowed me to become familiar with my weak areas and become familiar with my weak areas and try to improve them”try to improve them”


AssessmentAssessment quality of the students’ writing positively quality of the students’ writing positively

showed improvement, especially in use of lexical showed improvement, especially in use of lexical items and grammatical structures. items and grammatical structures.

Task-based instruction was essential to build Task-based instruction was essential to build language proficiency through listening to language proficiency through listening to podcasts, watching videos, explaining situations podcasts, watching videos, explaining situations and expressing opinions in different contexts. and expressing opinions in different contexts.

After a term of writing exchanges, students After a term of writing exchanges, students received higher scores by the tutor.received higher scores by the tutor.


quotes from the oral interviewsquotes from the oral interviews ““The assessments via interviews and The assessments via interviews and

interactions allowed me to evaluate how interactions allowed me to evaluate how much I had learned”much I had learned”

““I paid more attention to the corrections I paid more attention to the corrections posted by my tutor and tried to score posted by my tutor and tried to score higher each time”higher each time”

ConclusionsConclusions

““facebook”facebook” as an instructional tool as an instructional tool facilitated the development of students’ language skillsfacilitated the development of students’ language skills reinforced their cognitive skillsreinforced their cognitive skills supported an active learning environmentsupported an active learning environment online exchanges were tailored to students’ needsonline exchanges were tailored to students’ needs writing activities were integrated into online discussionswriting activities were integrated into online discussions collaborative exchanges among their peerscollaborative exchanges among their peers

students were content with and motivated by the students were content with and motivated by the well structured online tasks well structured online tasks

expanded use of target language to enlarge expanded use of target language to enlarge knowledge beyond classroom setting knowledge beyond classroom setting

CMC facilitated interaction between students CMC facilitated interaction between students and instructor and instructor

instructor guided, assessed and provided instructor guided, assessed and provided constructive feedback to students. constructive feedback to students.

ConclusionsConclusions

Further ExplorationFurther Exploration

Aspects to be examined:Aspects to be examined: the role of the teacherthe role of the teacher evaluation of the evaluation of the Computer Mediated Computer Mediated

Synchronous Interaction Synchronous Interaction related to related to educational goals and expectations. educational goals and expectations.

Thank you for your attention!Thank you for your attention!

Any Questions?Any Questions?