Learning
English Online: Possibilities and Pitfalls
In the education system of the past
learning has mainly consisted of face-to-face interactions, however today we
see a rapid growth in online learning. Online learning can be considered a
digital translation of this same face-to-face learning of the past (Dare,
2011). According to Simon (2011), “Online learning has experienced tremendous
growth over the past five years and today it is a critical element of the
higher educational landscape” (p. 1). Online learning allows students to enroll
regardless of geographical location; it is flexible, allowing students to study
and work on their own time; and the virtual environment has the possibility to
increase student participation and promote critical thinking (Simon, 2011;
Zhang & Kenny, 2010). According to McFarlane (2011), “The emergence of the
digital university in our century has been especially important in changing the
landscape of schools and ushering education into cyberspace” (p. 2).
A great deal of language support is
required when students are learning a new language. Numerous opportunities for
listening, speaking, writing, and reading in that second language need to be
provided. Technology can play a central role in providing students with a
valuable language learning experience (Green, 2005). Language teachers are
becoming more positive about using computers in the language classroom due to
the initiation of networked multimedia computing and access to the Internet (Warschauer
& Meskill, 2000). According to Warschauer and Meskill (2000), “Virtually
every type of language teaching has its own technologies to support it” (p. 2).
Second language learning within the
traditional classroom tends to be criticized by an overall idea that although
the students may become structurally knowledgeable in the second language they
are studying, they may remain orally incompetent in that language (Knutzen
& Kennedy, 2012). According to Chen (2005), much research has been done
regarding the effects of technology on language learning and the results tend
to favor the incorporation of technology into language instruction. Some
research has argued that technology can provide genuine cultural contexts and
can also help increase student interest (Chen, 2005).
There are numerous advantages to using
technology and online learning when learning English as a second language. A
range of studies have shown that technology can assist learning in a variety of
ways (Green, 2005). The integration of technology with language instruction has
become a popular practice and it has had a huge impact on language education.
This integration has numerous advantages in language education. It can improve
academic performance, enhance student motivation, and promote learning (Chen,
2005). When computers are being used to teach a second language they can aid in
teaching the core aspects of the language, such as: reading, writing, and
vocabulary development as well as improving verbal language development (Green,
2005). In addition, research on using technology in an ESL writing classroom
indicates a supportive and motivating environment that allowed students to work
at their own pace and level, and overall enhanced their writing skills (Fidaoui
& Bahous & Bacha, 2010). Finally, when we look at technology in regards
of teaching a second language we also have to consider the changing world
around us and consider the applications and knowledge that is required for this
ever-changing world. We need to broaden our thinking to not just look at how we
use technologies to teach language but also about what students need to learn
to communicate effectively via today's ever-changing technology. We need not
only teach writing essays and reading articles, but we also need to incorporate
how to write e-mails and how to conduct research on the Internet. We need to
keep this in mind when teaching and remember that the advantages of using new
technologies in the language classroom are affected by the changing goals of
language education and society (Warschauer & Meskill, 2000). “The main
advantages of new technologies is thus that they can be used to help prepare
students for the kinds of international cross-cultural communication which are
increasingly required for success in academic, vocational, or personal life”
(Warschauer & Meskill, 2000, p. 11).
Although there are numerous advantages to
online learning of a second language there are also possible problems that
teachers need to be aware of. According to Warschauer and Meskill (2000), there
are three potential disadvantages of using technology for language learning, these
include an investment of money, an investment of time, and the uncertainty of
the results. Nakayama, Yamamoto, and Santiago (2010) suggest that all students
do not experience success in online learning. This lack of student success can
be attributed to several factors including: learning styles, self-directive
competencies, motivation, skill level, and cultural diversity (Chou & Chen,
2010; Nakayama et al. 2010; Simon, 2011). In addition we need to consider
student skills and resources. Some students may not possess the required
technology skills to utilize the materials properly. In addition, some computer
programs are not of the same quality as others and may not offer great
authentic communication opportunities. A lack of computer access or outdated hardware
can also have a negative impact on teaching and learning (Fidaoui et al. 2010).
In addition, it is important to remember that computers work well as a tool in
learning English but they are not a substitute for effective teaching.
Computers and technologies should supplement the regular curriculum in teaching
English as a second language (Green, 2005). Keeping this in mind, the use of
hybrid courses may be a good option for many language teachers. Hybrid courses
incorporate class meetings with online activities (Harrington, 2010).
There are numerous websites and programs
that are available online to help people who want to learn English. Some of
these sites and programs are better than others and some of them focus on
different aspects of the language. People wishing to use these sites need to
choose a site that is effective, at their current level, and linked to their
individual needs. www.englishlink.com/en-us/home/index.aspx appears to be a
very useful site for learning English. It provides activities in all areas of language (speaking, listening, reading, writing, grammar
and vocabulary). It provides worksheets and online activities to match the
simple video clips. It uses mini lessons with matching pictures and requires
you to complete written work that correspond with the current lesson.
www.learnenglish.de also appears to be a helpful site. It has several
categories to choose from for teachers and students. It includes the option of
live chat with native speakers and allows the student to choose the area of
language they need more help with. The only negative of this site seems to be
its lack of simplicity, some users may find it a little hard to maneuver within
the site. www.learn-english-online.org is a great site for beginners, it is very
basic, easy to maneuver, and contains all the elements of language.
www.keewords.com/en/ and www.talkenglish.com are also good sites to learn
English. The keewords site also includes the use of apps to help with language
learning. Finally, students can look at blogs as well as language teaching
websites to get help with language learning. For example,
enjoy-learningenglish.blogspot.com is a blog developed by a teacher for the
students to learn English and other academic aspects online.
We, as teachers, need to encourage students
to utilize online aspects of learning and we need to include online activities
and exercises to promote learning within the classroom. I believe online
learning offers many positives when it comes to learning English but I think it
works much better when paired with positive learning within a classroom
setting.
Word count: 1176
References:
Chen, L. (2005). Examining the Role of the Computer in EFL Instruction. Electronic journal for the integration of technology in education, 4.
Chou, P., Chen, W. (2010). Chinese Students’ Perceptions of Online Learning in Western Discussion Boards: A Cultural Perspective. Instructional Technology and Distance Learning, 7(2).
Dare, A. (2011). (Dis)Embodied Difference in the Online Class: Vulnerability, Visibility,
and Social Justice. Journal of online learning and teaching, 7(2).
Fidaoui, D., Bahous, R., Bacha, N. N. (2010). CALL in Lebanese Elementary ESL Writing Classrooms. Computer assisted language learning, 23(2).
Green, T. (2005). Using Technology to Help English Language Students Develop Language Skills: A Home and School Connection. Multicultural education.
Harrington, A. (2010). Problematizing the Hybrid Classroom for ESL/EFL Students. TESL-EJ, 14(3).
Knutzen, B., Kennedy, D. (2012). The Global Classroom Project: Learning a second language in a virtual environment. Electronic journal of e-learning, 10(1).
McFarlane, D. A. (2011). A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face. The journal of educators online, 8(1).
Nakayama, M., Yamamoto, H., Santiago, R. (2010). The Impact of Learner Characteristics on Learning Performance in Hybrid Courses Among Japanese Students. Electronic Journal of E-learning, 5(3).
Simon, E. (2011). Preparing Future Foreign Language Faculty to Teach Online: A Case Study. Journal of Online Learning and Teaching, 7(2).
Warschauer, M., Meskill, C. (2000). Handbook of undergraduate second language education. Mahwah, NJ: Lawrence Erlbaum.
Zhang, Z., Kenny, R. (2010). Learning in an Online Distance Education Course: Experiences of Three International Students. International Review of Research in Open and Distance Learning, 11(1).
