The Impact of On-line Teaching Practices On Young EFL Learners'

InstructionDr. Trisevgeni Liontou

RHODES MAY 28-31 2015

Presentation outline• Literature review

• Aim of the research

• Research Questions

• Research Methodology

• Findings

• Concluding remarks

Literature review The Internet has significantly changed how we

communicate with one another as well as how

we access, share and facilitate information

(McIntyre et al., 2014: 2)

Understanding the place of online learning in

digitally facilitated social interaction,

professional practice and education is becoming

increasingly important (Greenfield, 2003).

Literature reviewThe issue is no longer one of how to use

technology to teach, but one where teachers

acknowledge the way the world is already

developing, and understand the significance of

online literacy and the role that collaboration

and online engagement plays in student

learning and their future workplace

environment (Warschauer & Healey, 1998: 58).

Literature review CALL is a tool that enhances learner-learner

interaction (Furstenberg, 1997).

CALL can help learners use language in

authentic situations (Warschauer, 1997).

CALL can promote socialization and

communication among learners (Kelm,

1998).

Literature reviewTo address concerns on the integration of

CALL into ESL/EFL curricula, Gillespie and

McKee (1999) suggest it is necessary to

judge the success of CALL by investigating,

amongst other things, students’ attitude

toward its effectiveness.

Literature review

Lasagabaster and Sierra (2003) also

express the belief that researchers

should take students’ opinions into

consideration when CALL programs are

evaluated, since students are potential

contributors to the development of their

language learning tools.

Aim of the researchAdopt a blended teaching approach based on

designing and implementing an online EFL course

to be used by students aged 13-14 years old along

their more traditional face-to-face lessons.

Ultimate purpose: increase EFL learners’

engagement and motivation through their

exposure to authentic material and participation

in real-life tasks

Research questions

1. What is the general attitude of intermediate Greek learners of English towards the use of computer-assisted language learning (CALL) in their language instruction lessons?

2. What is their attitude towards using CALL for enhancing their EFL reading comprehension competence?

3. Is there a significant improvement in intermediate EFL learners’ reading comprehension competence after attending a one-year online EFL reading course?

Research methodology

1. An on-line classroom with hand-outs, extra activities, resources and discussion groups for students to further develop their digital literacy along with their English language competence.

2. A wiki for students to make a contribution and post their own messages on a specific topic.

3. A series of Skype group discussions with invited external guest speakers.

4. A private YouTube space for students to upload their videos and watch relevant EFL material.

5. A CALL attitude questionnaire

6. 40 EFL students (signed parents’ consent form)

Research findings Data analysis of parallel pre- and post-

achievement tests of English language reading

comprehension competence.

800 multiple-choice reading comprehension

questions from each test

40 EFL participants’ mean reading performance

was significantly higher in the post-test

(t=8.851, df=38, p=0.021).

Research findings

Research findings indicate that open online

access technologies gave intermediate EFL

participants the opportunity to enhance their

reading skills through their exposure to

authentic on-line material that did NOT form

part of their traditional classroom-based

English language lessons.

CALL Attitude Questionnaire1. I can access extra information more easily during an online class.2. After taking an online EFL course, I know how to benefit from my PC to improve my English language competence.3. An online class is a stress-free environment to learn English.4. I can get more feedback in online classes.5. An online course is an interesting way of learning English.6. I benefit more from the group/pair work in an online class.7. I feel comfortable enough to share my ideas in English during online classes.8. I can practice all language skills in an online environment.9. I know more about how to use computers after having taken an online EFL course.10. I can understand everything we do in our online EFL class.

adapted from Bulut & Abuseileek, 2006

CALL Attitude Questionnaire11. It takes less time to explain something during an online EFL lesson.12. I have become a better problem-solver after using the computer while learning English.13. The online EFL course has helped me become an independent learner.14. I do not have technical problems in using computers during online classes.15. I prefer online to traditional face-to-face lessons for EFL classes.16. It is easy to access the meaning of words (e.g., use online dictionaries, pictures) to help me understand what I read in my online EFL classes.17. In EFL reading courses, listening to the written text helps me comprehend better.18. I prefer to practice EFL reading comprehension via computers.19. Reading via computers is more interesting when supported with visual information.20. It is easier to go back and forth in the online text to find relationships among ideas in it. adapted from Bulut & Abuseileek, 2006

Research Findings Strongly

disagreeDisagree Not sure Agree Strongly

agree

Statements Freq. % Freq. % Freq. % Freq. % Freq % SD

01 1 2.5 1 2.5 4 10 14 35 20 50 .71 02 -- -- 2 5 6 15 22 55 10 25 .8003 1 2.5 2 5 8 28 24 60 5 12.5 .62 04 2 5 11 27.5 3 7.5 18 45 6 15 .88 05 1 2.5 1 2.5 2 5 22 55 14 35 .92 06 1 2.5 3 7.5 13 32.5 20 50 3 7.5 .88 07 -- -- 2 5 8 20 28 70 2 5 .9808 -- -- 2 5 4 10 22 55 12 30 .72 09 1 2.5 4 10 6 15 22 55 7 17.5 .80 10 2 5 6 15 16 40 11 27.5 5 12.5 .98 11 1 2.5 2 5 3 7.5 22 55 12 30 .76 12 1 2.5 3 7.5 14 35 12 30 10 25 .98 13 1 2.5 2 5 12 30 15 37.5 10 25 .64 14 2 5 8 20 18 45 8 20 4 10 .90 15 -- -- 2 5 1 2.5 12 30 25 62.5 .82

Table 1: EFL Learners’ General Attitude towards Online Classes

Research FindingsThe majority of participants agreed (35%) or

strongly agreed (50%) with Statement 1 (I can

access extra information more easily during an

online class.) and expressed a clear preference

(Agree to Strongly Agree: 92.5%) for online classes

to traditional ones (Statement 15: I prefer online

to traditional face-to-face lessons for EFL classes.).

Research Findings Strongly

disagreeDisagree Not sure Agree Strongly agree

Statements Freq. % Freq. % Freq. % Freq. % Freq % SD

16 1 2.5 1 2.5 4 10 28 70 6 15 .98

17 1 2.5 1 2.5 22 55 12 30 4 10 .80

18 2 5 6 15 8 20 14 35 10 25 .82

19 1 2.5 1 2.5 3 7.5 15 37.5 20 50 .88

20 1 2.5 2 5 2 5 22 55 13 32.5 .92

Table 2: EFL Learners’ Attitude towards Online Reading Classes

Research FindingsRegarding learners’ attitudes towards the use of online

classes for the development of their reading

comprehension competence the highest frequency score

was 70% (Agree) for Item 16 ‘It is easy to access the

meaning of words (e.g., use online dictionaries, pictures)

to help me understand what I read in my online EFL

classes’ and Item 19 ‘Reading via computers is more

interesting when supported with visual information’

(Strongly agree: 50%).

Concluding remarks Online class components were not designed

around the tools, but rather served the

learning objectives of the lesson.

In this blended teaching approach face-to-

face and online learning activities were

relevant to and complemented one

another.

Concluding remarksCareful planning is one of the most important

components of teaching online, since a well-

planned and carefully balanced online

curriculum is much easier to manage, and

greatly reduces the potential for frustration

and confusion during students’ online learning

process.

Thank you for your attention!