online teaching of english exist issue
224801507
Using Blended Learning to Support the Teaching of English as a Foreign Language
The recent development in the field of technology in education has led to renewed interest in blending traditional methods of teaching with technology which might enhance language teaching and learning. The purpose of this paper is to review the literature concerning the strengths and weaknesses of blended learning as a technology enhanced pedagogical tool that combines online and face to face instructional activities, on the development of English skills, inclusive of its use in the teaching of English as a Foreign Language (EFL) Furthermore, this article sheds new light on how blended learning allows the learner to become autonomous and engaged in the construction the knowledge, rather than acting as passive absorbers. It is expected that this paper will contribute to enhancing the body of knowledge that exists in the area of blended learning, especially as it applies to the issue of the acquisition of experience in English as a foreign language. It can be concluded that the use of blended learning has the potential to support EFL learning and maximize EFL learners' opportunities to practice the English language freely at their convenience. There are issues which need to be addressed and, or resolved, such as ensuring that the library facilities are capable of delivering this type of approach, online materials are suitably supportive of the students needed to access them, and the design of blended learning approaches take account of the preferred learning methods of students, and the workload required to be successful.
Hebah Asaad Hamza Sheerah
59018793
Effectiveness of Online Teaching of Business and Technical English: A Case Study of Virtual University of Pakistan
Online teaching (OT) is an emerging trend in Pakistan with approximately ten years background. During this brief time period online pedagogy has faced many challenges to establish itself as an equal counterpart of conventional classroom teaching. Whether it has achieved its desired outcomes or not is a debatable issue. This case study has been conducted to examine this very issue of the effectiveness of online teaching by narrowing it down to the subject of Business and Technical English (BTE) at the graduate and postgraduate levels at the one and only major online teaching institution of Pakistan i.e. Virtual University. The study explores how effective is the learning of Business and Technical communication Skills in English language that comes from online mode of instruction and to what extent it leads to proficiency in documentation for professional purposes. The study makes use of the Connectivist theory by Siemens (2004) to reach its desired findings. Data were collected from the different campuses of Virtual University of Pakistan; therefore, the sample is diverse belonging to various age groups, areas and languages. Factor analysis was used to estimate the effectiveness of Business and Technical English and for testing hypothesis. The results demonstrate that online teaching of Business and Technical English is considered very useful by the students of the Virtual University of Pakistan for improving their linguistic and grammatical competence to cope with the needs of the business world and job interviews. However, to improve certain limitations, the research also suggests some recommendations.
Muhammad Zaka Asif Ayesha Perveen Zahoor Hussain Mohammad Saeed Tahir Zafar Iqbal
59524220
Learning collocations: Effects of online tools on teaching English adjective noun collocations
Collocations are word combinations essential for achieving fluency in a given language. Considerable emphasis should therefore be placed on teaching collocations as a part of vocabulary instruction in language teaching. However, there is no current consensus on how best to teach collocations, and few studies have addressed the issue. This quasi experimental study investigated the effectiveness of online tools for learning English adjective noun collocations compared to learning collocations via traditional activities. A quasi experimental design with a pretest and immediate and delayed posttests was applied to 53 participants (n 25 for the control group; n 28 for the experimental group) The test results reveal that participants in the experimental group who learned collocations with online tools performed significantly better on both immediate and delayed posttests, demonstrating the effectiveness of these tools on learning adjective noun collocations.
Br. J. Educ. Technol.
Ahmet Basal
150968913
Challenges in the College English Online Teaching and Its Countermeasures
College English online teaching is the mainstream and development trend of modern college English education. Although most colleges have started in the construction of college English online teaching, there are still many problems in the implementation of it, and some problems are difficult to solve and have existed for many years. In this regard, we must further improve the practicality of college English online teaching, and further explore the value of college English online teaching in the process of talent cultivation. Keywords college English; online teaching; implementation; challenge; countermeasure
Chen Yan
67149465
Critical Issues and Practices for Hybrid and Online Teaching and Learning: Building Improved Models for 21st Century English Language Learning
This article discusses key topics related to hybrid and online teaching. An overview is provided followed by a discussion of programs and online opportunities for success. The relationship of online and hybrid course delivery in the content and STEM fields is presented, followed by implications and recommendations for future research. Critical issues for English Language Learners and educators is explored, including strategies for aligning course content and online platforms.
Diane Boothe M Robert Caspary
214414948
Copyright for Online Teaching
When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face to face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.
Christine Fruin
225240952
Online Teaching Experiences of ELT Instructors
Online teaching can be regarded as a central phenomenon among researchers, educators and students globally. Especially after the outbreak of Covid 19 pandemic, almost all the institutions around the world felt the necessity to deliver such rapid online education to their students, possibly without sufficient preparation. Considering the current educational situation, this study was conducted with 39 participants at a private university in Istanbul, Turkey. The aim of this study is to explore the perceptions of English instructors about online teaching, in terms of the technical, pedagogical and institutional problems they have experienced; therefore, a survey including both Likert Scale and open ended questions were used to explore these issues in depth. The study has managed to add relevant knowledge to the literature in terms of instructor perceptions of online teaching.
Burcu Sener Inci SAGLAM ERTEM Ahmet Mec
231692025
Teachers' Perceptions of the Shift from the Classroom to Online Teaching
In Thailand, social distancing due to the COVID 19 pandemic came into effect halfway through the university semester with teaching moving from the classroom to online. This was a completely new paradigm for most teachers. To understand the impact of the shift, a survey of all 52 English language teachers at one respected Thai university was conducted with two main focuses. First, teachers were asked to rate the seriousness of 17 potential problems at two time points, after the first week of online teaching and several weeks later. Second, teachers were asked to give comments about these problems and about the advantages and disadvantages of online teaching. Effect size differences between the two ratings were calculated. For the qualitative data, keyword analyses were used to identify patterns in the responses, and responses with similar content were grouped. The findings show that initially teachers rated many of the problems as serious, but that they quickly found solutions such as dividing lessons into a greater number of shorter units. However, problems remained with identifying suitable stimulating activities and marking student assignments. Teachers were ambivalent about the benefits of online teaching citing practical advantages but also highlighting difficulties in achieving some English language objectives and in gauging student reactions. Directions for dealing with the issues arising from these findings are given.
Richard Watson Todd
215960570
Enabling continuous improvement in online teaching and learning through e learning capability and maturity assessment
The University of Mauritius (UoM) established as a traditional face to face university has been engaged in distance education since 1993 and in e learning since 2001 to establish itself as a dual mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e learning provisions. The paper reports the results of an assessment of the e learning capability and the related quality assurance processes of the University of the Mauritius using the e learning Maturity Model (eMM) Quality assurance in higher education is still a key issue, especially with the ever growing influence of technology and the disruption that the Internet has caused with respect to e learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e learning capabilities.,The EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an 'eLearning quality auditor' Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.,We found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual mode institutions or as traditional universities promoting technology enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined),The work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual mode institutions and as a reference for other universities in Mauritius as well.
Bus. Process. Manag. J.
Mohammad Issack Santally Yousra Rajabalee Roopesh Kevin Sungkur Mohammad Iqbal Maudarbocus Wolfgang Greller
214299620
Japanese learners' recognition of English vowel phonemes
This research will be informative for the English language education of Japanese learners from the standpoint of phonology and phonetics. Japanese learners struggle to recognise English sounds accurately due to the substantial differences that exist between the Japanese and English languages. Notably, certain English phonemes are challenging for them to perceive accurately because of the difference in the number of vowels in the two languages: while there are 5 in Japanese, there are as many as 20 in English. In this research, therefore, the issue of erroneous recognition of English vowel phonemes by Japanese leaners of English (JLEs) is focussed on. Despite the perceived effectiveness of using the International Phonetic Alphabet (IPA) for teaching English sounds to Japanese learners in the past, its success was never objectively demonstrated and has been mostly overlooked following the elimination of compulsory instruction in the IPA from the official teaching guideline in 1969. The focal point of this research, therefore, focusses on Japanese learners' current approach to the IPA. Their knowledge of the IPA and their successful recognition of English vowel phonemes assisted by practice using the IPA are discussed and empirically assessed with statistical analyses. Three papers for academic journals are compiled in this thesis, and four chapters have been added. Research into the framework of this series of studies was initiated in 2014, and several experiments were conducted in 2016 and 2017 with approximately 350 university students. Through these studies I find that the recognition of all English vowels is not uniformly difficult for Japanese learners and that some negative factors influence their judgement to accurately identify the sounds of English vowels. I have further demonstrated that explicit instruction with the IPA is effective for Japanese learners' recognition of English vowel phonemes.
Akihiko Sato