User:Angelqiu122/sandbox

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https://en.wikipedia.org/wiki/ESL_online_learning


There are some sources that I used in my topic of ESL online learning:


Fujuan Tan,Lee Nabb,Steven Aagard (January, 2010). "International ESL graduate student perceptions of online learning in the context of second language acquisition and culturally responsive facilitation". Adult Learning, 21(1-2), 9-14.


Carrió-Pastor, M. L., & Marchante, B. M. (December, 2018). "Analysis of pragmatic items in an ESL online adaptive placement test". International Journal of English Studies, 18(2), 97-117.


Brunton, M (2009). "An account of ESP – with possible future directions". English For Specific Purposes, 8(3), 1-2.


Al-Jarf, R. S (June, 2002). "Effect of Online Learning on Struggling ESL College Writers".


Esther Smidt., & Volker Hegelheimer, (August, 2004). "Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use". Computer assisted language learning, 17(5), 517-556.


ESL (English as a second language) learners might have particular difficulties in learning. Among them, speech speed, unknown vocabulary, grammar and other reasons are essential factors hindering[1]. Online learning, such as watching videos, helps learners to control their acceptance of speech speed and improve their listening skills[1]. It also helps to remember vocabulary, remember grammar, and help non-native speakers gain knowledge faster. A study by Dr AI-Jarf (2002) has shown that the passing rate of students who study English online is as high as 90%, while the pass rate of students who only pass traditional English learning is 70%[2]. It indicates the status and benefits of ESL online learning.


ESL online learning
English language
English as a second language
TypeWebsites, Apps, Online lectures, Online conversation
CourseOnline learning
Place of originWorldwide
Other informationListening, Speaking, Reading and Writing



Background of ESL online learning[edit]

Main article: English language

With the increasing quantity of international students, a large number of international students had endured the impact of language and culture when they joined these universities. They are easily confused, anxious, lost, and other negative emotions because of unskilled English skills. The reason is essential that they communicate in a second language, and they cannot comprehend the language structure of English, different expressions, and difficulties in integrating with local society[3]. In 1994, Graesser & Person proposed that although most universities provide English language support services through language centres, in the context of teacher counseling, students are rarely responsible for learning[4]. Similarly, in 1998, Topping pointed out that blindly practising synonyms and grammar would only lead to the death of students[5].


Because of this, numerous ESL students study on the web. There is also much different software to help them learn. For example, it is worthwhile to consider Online Intensive Corrective Feedback (OECF) as a useful peer counselling program that provides language skills for international students while experiencing successful and healthy learning in their academic programs in the host country[3]. The plan is flexible and adjustable[3]. It requires (1) Native Speakers as peer counsellors and (2) the Internet as a method of social interaction. For this reason, ESL learning this peer coaching methodology would rely on the Vygotsky (1978)'s basis, in which capable learners support weaker learners and help them progress through the near-end development zone[6]. The proposed peer counselling program includes a one-on-one tutoring model that spans age or age. It is a beneficial environment for ESL students to become a positive, self-regulating learner[7]. It is also a learning environment that encourages ESL students to be curious, self-motivated, and responsible for correcting its knowledge gaps, as advocated by educational researchers such as Bruner (1961), Papert (1980), Piaget (1952), and Zimmerman, Bandura, and Martinez-Pons (1992)[3].


Today, online interactive tools such as website learning and online chat are efficient ways to communicate. Therefore, ESL students will like to use these tools because they will be fun[3]. It is also a convenient and enjoyable way for ESL students to practice English because they learn in a relaxed environment and do not have to worry about being embarrassed or flustered when making mistakes[3].


Regarding Thompson's 2005 report, with the advancement of distance learning technology, the experience of online learning ESL is welcomed in the United States. Because of the technological advancement of the network has enabled extra people to obtain learning opportunities in adult and higher education. In addition, more and more computers are learning globally through the openness of the interface, and higher education institutions could satisfy the needs of students and expand their influence by opening online programs[8]. At the same time, “achieving an emerging educational engagement model and completing lifelong learning” [8], covering both global and non-traditional students[9], addressing ESL online classrooms more diverse.


Recent studies have generally shown if learners want to achieve more significant results in learning, they should participate in online learning activities[8]. For instance,Picciano(2002) and Wang (2004)'s research results reveal that pupils' learning behaviours such as online participation activities will affect the final grades of students[10]. For example, Wang's research points out that if students want to perform well in more social activities, They need to have more online visibility[10].



ESL online learning approach[edit]

Online learning approach


OECF English Learning Rules[edit]

OECF is a peer-to-peer technology for ESL learners, and it is also an online immediate messaging system. This variety of communication occurs immediately, and the user's words are so similar to the current build in a verbal conversation[3]. Computer-Aided Language Learning 411 Coaching technology is one of the collaborative methods of peer-assisted learning, in which instructors coordinate ESL students, providing feedback and guiding them to determine[3]. This interaction can promote learning in a mixture of ways[11]. When the instructor and ESL students consider the task, they ask problems, express their viewpoints, provide relevant information. They could consequently prove their ideas and elaborate on them, let them understand their accuracy and gaps, rearrange their knowledge points, and apply this method.


Academic Listening practice[edit]

In 1994, Flowerdew proposed the characteristics of the academic listening, including the skills to deal with professional vocabulary, a long speech, academic speech, and real scene dialogue[12]. These are crucial for ESL students. He also believes that this interactive online listening practice could help achieve practical goals, bottom-up processing power and a higher level of understanding[12]. Kelly (1991) further believes that vocabulary issues are an essential obstacle to advanced students in listening comprehension[13]. Therefore, ESL network learning will deepen the learner's memory by repeating different scenes, so that learners might get a hearing improvement in the language of freely switching between different views.


Vocabulary Enhancement practice[edit]

According to the results of Hulstijn et al., online participation in ESL vocabulary answers helps students to understand better and apply vocabulary[14]. Besides, a variety of ESL professional learning websites provide tests such as quizzes, grammar tests, worksheets and exams. This learning model helps students practice consistently at home, thus enhancing vocabulary development and deepening vocabulary memory. Since ESL students could continually hunt for vocabulary that was previously mistaken, through various websites and software, it is conducive for vocabulary correction. In addition, the question bank will be updated frequently, ESL students do not have to worry about not having extra words to remember.


Benefits of ESL online learning[edit]

In a networked environment, ESL students could express themselves cognitively, socially, and emotionally. Social appearance refers to presenting yourself truly in the intangible education background. In particular, it helps to share information, data, and obtain knowledge[15]. Emotional behaviour relates to how ESL learners feel about themselves, surroundings and the progress of learning[15]. The online pedagogy (networking) studying within knowledge and language tools, Wang & Kang (2006) point out when learners engage in learning, socially, cognitively and emotionally, they will have a more excellent grade[15].


Tan et al.'s research explicates that some ESL online learning participants believe that online learning lacks a face-to-face atmosphere and is slightly stiff. But more ESL online learning participants believe that this learning approach outweighs the disadvantages[16]. This learning method is more conducive to understanding language, vocabulary memory, and literacy[16]. Online learning takes into account the possibilities of student cultural differences and integrates a diverse culture into the curriculum[16]. Online learning audio and visual function technologies are more useful for cultivating ESL listening and speaking skills[16]. Moreover, it also helps students to plan their work and time reasonably[16]. Meanwhile, teachers should provide information and guidance. Due to the network acts as a medium of communication, it does not apply to every student[16]. Teachers should also remind students of each online course to avoid the use of slang and acronyms, common or informal abbreviations to ensure the accuracy of English[16].


Status analysis of ESL online learning[edit]

Case study of OECF pedagogical method[edit]

ESL teachers at the University of Dundee Language Center encouraged international students to engage in the research[17]. He believes his students are capable since their online projects can interact with Native speakers in English and could also reflect the language in written form. Ten of them enrolled in the project, with different backgrounds: seven Chinese, one Italian and two Indian[17]. There are three males and seven females. They think they are intermediate learners in English. Most are between the ages of 20 and 25, and only two are between the ages of 30 and 35[17]. Most of them have not been exposed to English and rarely practice in this way[17]. ESL learners choose to be part of this project because they believe it is a good opportunity to practice English and improve their English communication skills[17]. These are practised through reading and writing rather than listening and speaking, making friends who are native speakers of English and Improve their confidence in using English.


The OECF of this study uses a small number of negotiation strategies, which is part of a theory that facilitates interaction. In one aspect of social interaction, negotiation is a cognitive process[17]. At the time of cognition, interlocutors change their communications to understand better. It will define the latter part to improve interactions and better understand each other[17]. The second part of the definition of Long (1983) is made by clarifying words such as requests and understanding checks[18]. The meaning of negotiation is used to increase the comprehensibility between the two interlocutors and ultimately to raise awareness of grammatical and semantic inaccuracies[18]. A repair action usually manifests it [19]. When interlocutors recognise the various types of these repair actions, they may try to correct themselves or produce modified outputs[20]. In this sense, the negotiating significance is considered to be suitable for the design of the OECF technology of this study[20]. As a mentor, Native Speakers are expected to pay close attention to and respond to the language of ESL students when using this peer coaching system[20]. In this case, the style of the ESL student includes grammatical inaccuracies and cultural misunderstandings due to background differences. OECF uses implicit and explicit strategies[20]. The former includes movements such as recasting, clarification requests and echoes, while the latter involves the use of a clear explanation of errors in previous turns.


Online Conversation[edit]

Graph 1: Participation frequency

This graph reveals how ESL students use the web to communicate with locals. The abscissa represents the number of weeks and the ordinate represents turns. It can be seen from the figure that the frequency of online communication is basically between 40% and 60%, and the frequency belongs to a medium-high stage[21]. Therefore, this also proves that online learning promotes positive communication among ESL students[22].


Case study of the translation program[edit]

Participants[edit]

A sum of 113 ESL pupils engaged in the study, including 51 pupils registered in the fall of 2000 and 62 pupils registered in the spring of 2001[23]. The control group was the students in the autumn class, and the experimental control group was the students in the spring class[23]. The pupils in the control group only passed the traditional English class, and the experimental group came into contact with conventional online writing guidance[23]. Their middle age is 18 years old, and the range is 17-19 years old[23]. Students in both groups had few years of English foundation in grades 6-12 before entering COLT[23].


In addition to traditional classroom writing classroom instruction, the experimental team also used the online (web-based) course of Blackboard Corporation developed by the author[23]. The experimental group started online learning[23]. Before online teaching, the computer knowledge skills of the students will be presented by the third-party platform[23].

Procedures[edit]

Before the guidance, the experimental trial and the control trial were pre-tested[23]. The test illustrates the length and part of the paper associated with the tasks and skills that in the book[23]. After the end, the experimental group will answer the questionnaire after the network training to understand the students' ideas about online English teaching[23].

After this course, each group did the same test and were part of the final exam[23]. This test includes an article that students have never practiced in class or online[23]. The topic of the thesis is specific and has background knowledge of the students. The test specification specifies the length of the paper and the content of the article taught and practised in the course, such as the subject sentence, the type and quantity of support, the use of uppercase, punctuation, spelling, conjunctions and condensation[23]. Moreover, the final exam includes a writing task and four objective questions covering all writing tasks throughout the semester[23]. The tests in both groups will show different levels[23].

Results[edit]

The predictive score performance test and the control group had different writing abilities before the instruction was commenced (T=4.55, Df = 111, P<.01). The results explicated that the control group performed better than the experimental group[23]. The regular students in the control group received an average of 70% in the trial and 55% on the contrary group[23]. The experimental group displayed more changes[23].

Analysis[edit]

This experiment is carried out to prove that the achievements of first-year students who have access to traditional classroom writing teaching and web-based teaching are different after the investigation[23]. The results confirm that online learning English is very helpful to ESL students, far more than students who only learn traditional English[23]. Only 10% of online ESL students did not pass the final exam, while only 30% of conventional ESL students did not[23]. Furthermore, the student's responses to the post-experimental questionnaire indicate that online courses have a positive impact on their writing attitude. It enhances their self-esteem, motivation, sense of accomplishment and progress.


References[edit]

  1. ^ a b Smidt, Esther; Hegelheimer, Volker (2004-12-01). "Effects of Online Academic Lectures on ESL Listening Comprehension, Incidental Vocabulary Acquisition, and Strategy Use". Computer Assisted Language Learning. 17 (5): 517–556. doi:10.1080/0958822042000319692. ISSN 0958-8221. S2CID 62762958.
  2. ^ "Effect of Online Learning on Struggling ESL College Writers | Request PDF". ResearchGate. Retrieved 2019-05-10.
  3. ^ a b c d e f g h Dekhinet, Rayenne (2008-12-01). "Online enhanced corrective feedback for ESL learners in higher education". Computer Assisted Language Learning. 21 (5): 409–425. doi:10.1080/09588220802447669. ISSN 0958-8221. S2CID 62056457.
  4. ^ Graesser, Arthur C.; Person, Natalie K. (March 1994). "Question Asking During Tutoring". American Educational Research Journal. 31 (1): 104–137. doi:10.3102/00028312031001104. ISSN 0002-8312. S2CID 15485207.
  5. ^ Topping, Keith J.; Ehly, Stewart W. (2001-06-01). "Peer Assisted Learning: A Framework for Consultation". Journal of Educational and Psychological Consultation. 12 (2): 113–132. doi:10.1207/S1532768XJEPC1202_03. ISSN 1047-4412. S2CID 144068983.
  6. ^ Vygotsky, L. S.; Cole, Michael (1978). Mind in Society. Harvard University Press. ISBN 9780674576292.
  7. ^ "Cognitive Perspectives on Peer Learning". www.taylorfrancis.com. doi:10.4324/9781410603715-10 (inactive 2022-06-05). Retrieved 2019-05-12.{{cite web}}: CS1 maint: DOI inactive as of June 2022 (link)
  8. ^ a b c Kumi-Yeboah, Alex (December 2018). "Designing a Cross-Cultural Collaborative Online Learning Framework for Online Instructors". Online Learning. 22 (4): 181–201. doi:10.24059/olj.v22i4.1520. ISSN 2472-5749. S2CID 149602183.
  9. ^ Childress, Marcus. "Universal design for culturally-diverse online learning". Globalized E-learning Cultural ….
  10. ^ a b "Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Online Course". ResearchGate. Retrieved 2019-05-12.
  11. ^ "King, A. (1999). Discourse patterns for mediating peer learning. In A. M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 87-115). Mahwah, NJ: Erlbaum". www.sciepub.com. Retrieved 2019-05-12.
  12. ^ a b "Research of Relevance to Second Language Lecture Comprehension : An Overview". ResearchGate. Retrieved 2019-05-14.
  13. ^ "Notes and Discussion". IRAL - International Review of Applied Linguistics in Language Teaching. 29 (2): 135–170. 2009. doi:10.1515/iral.1991.29.2.135. ISSN 1613-4141.
  14. ^ Hulstijn, Jan H. (1992), Arnaud, Pierre J. L.; Béjoint, Henri (eds.), "Retention of Inferred and Given Word Meanings: Experiments in Incidental Vocabulary Learning", Vocabulary and Applied Linguistics, Palgrave Macmillan UK, pp. 113–125, doi:10.1007/978-1-349-12396-4_11, ISBN 9781349123964, retrieved 2019-05-14
  15. ^ a b c Wang, Minjuan; Kang, Myunghee (2006), Hung, David; Khine, Myint Swe (eds.), "Cybergogy for Engaged Learning: A Framework for Creating Learner Engagement through Information and Communication Technology", Engaged Learning with Emerging Technologies, Springer Netherlands, pp. 225–253, doi:10.1007/1-4020-3669-8_11, ISBN 9781402036699, retrieved 2019-05-12
  16. ^ a b c d e f g Tan, Fujuan; Nabb, Lee; Aagard, Steven; Kim, Kioh (2010-01-01). "International ESL Graduate Student Perceptions of Online Learning in the Context of Second Language Acquisition and Culturally Responsive Facilitation". Adult Learning. 21 (1–2): 9–14. doi:10.1177/104515951002100102. ISSN 1045-1595. S2CID 145485083.
  17. ^ a b c d e f g Dekhinet, Rayenne (2008-12-01). "Online enhanced corrective feedback for ESL learners in higher education". Computer Assisted Language Learning. 21 (5): 410–423. doi:10.1080/09588220802447669. ISSN 0958-8221. S2CID 62056457.
  18. ^ a b Long, Michael H. (1983-07-01). "Native speaker/non-native speaker conversation and the negotiation of comprehensible input1". Applied Linguistics. 4 (2): 126–141. doi:10.1093/applin/4.2.126. ISSN 0142-6001.
  19. ^ Ellis, Rod (1995-12-01). "Modified Oral Input and the Acquisition of Word Meanings". Applied Linguistics. 16 (4): 409–441. doi:10.1093/applin/16.4.409. ISSN 0142-6001.
  20. ^ a b c d "Swain (1985) communicative competence role of input and output.pdf". Scribd. Retrieved 2019-05-13.
  21. ^ Dekhinet, Rayenne (2008-12-01). "Online enhanced corrective feedback for ESL learners in higher education". Computer Assisted Language Learning. 21 (5): 422. doi:10.1080/09588220802447669. ISSN 0958-8221. S2CID 62056457.
  22. ^ Wang, Minjuan (2007). "Designing online courses that effectively engage learners from diverse cultural backgrounds". British Journal of Educational Technology. 38 (2): 294–311. doi:10.1111/j.1467-8535.2006.00626.x. ISSN 1467-8535.
  23. ^ a b c d e f g h i j k l m n o p q r s t u v "Effect of Online Learning on Struggling ESL College Writers | Request PDF". ResearchGate. Retrieved 2019-05-13.

External links[edit]




Second or foreign language *Main

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