Online Language Teaching and Learning Focusing on the Pedagogical Benefits

Authors

  • Fatih Yilmaz Independent Researcher, Liverpool, United Kingdom

DOI:

https://doi.org/10.53103/cjlls.v1i1.9

Keywords:

Online language Learning, Availability, Flexibility, Face-to-face Instruction

Abstract

The advent of new technologies has striking influence on the teaching and learning environment; as a consequence of this, online education has shown significant growth and become a reality of life.  In the same vein, the increased use of appropriate technologies in language teaching and learning has encouraged many schools and educators to implement online language learning to create a flexible learning environment for learners. The rise of online language learning has provided many advantages for learners such as accessibility of time and place, small-group oriented learning, enhancement of self-management skills, setting independent goals for language proficiency development, reducing experience of fear and anxiety, development of self-confidence, and creativity. This paper focuses on the key aspects of online language teaching and learning and attempts to explore its potential contributions to language development.

References

Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning. Needham, MA: Sloan Consortium. Retrieved in August 20, 2020 from http://sloanconsortium.org/publications/survey/pdf/ online_nation.pdf

Bernard, R. M., & Rubalcava, B. R. (2000). Collaborative online distance learning: Issues for future practice and research. Distance Education, 21, 260–277.

Blake, R (1998). The role of technology in second language learning. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 209-237). New York: Modern Language Association.

Bourelle, A., Bourelle, T., Knutson, A. V., & Spong, S. (2016). Sites of multimodal literacy: Comparing student learning in online and face-to-face environments. Computers and Composition: An International Journal for Teachers of Writing, 39, 55-70. https://doi.org/doi:10.1016/j.compcom.2015.11.003

Brown, K. M. (1996). The role of internal and external factors in the discontinuation of off-campus students. Distance Education, 17, 14–71.

Cole, P.G., & Chan, L.K.S. (1994). Teaching principles and practice (2nd ed.). New York: Prentice Hall.

Crossley, S., Louwerse, M., McCarthy, P., & McNamara, D. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(1), 15-30. https://doi.org/10.1111/j.1540- 4781.2007.00507.x

Hara, N., & Kling, R. (2000). Students’ distress with a web-based distance education course: An ethnographic study of participants’ experiences. Information, Communication, and Society, 3, 557–579.

Heppen, J., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S., & Michelman, V. (2017). The struggle to pass algebra: Online vs. face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272-296.

Hurd, S. (2005). Autonomy and the distance language learner. In B. Holmberg, M. A. Shelley, & C. J. White (Eds.), Languages and distance education: Evolution and change (pp. 1–19). Clevedon: Multilingual Matters.

Lee, M. J. W., & Chan, A. (2007). Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Turkish Online Journal of Distance Education, 8, 85–105.

MacIntyre, PD. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545–562.

McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26, 28–43.

Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K., SRI International, . . .U. S. Department of Education. (2009). Evaluation of evidence-based practices in online learning a meta-analysis and review of online learning studies. Washington, DC: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service.

Ni, A. (2013). Comparing the effectiveness of classroom and online learning: Teaching research methods. Journal of Public Affairs Education, 19(2), 199-215.

Paskey, J. A. (2001, April 26). Survey compares 2 Canadian MBA programs, one online and one traditional. The Chronicle of Higher Education. Retrieved from http://chronicle.com/ article/A-Survey-Compares-2-Canadian/108330/

Rogers, C., & Medley, F. (1988). Language with a purpose: Using authentic materials in the foreignlanguage classroom. Foreign Language Annals, 21, 467-78.

Sun, Y. H. S. (2011). Online language teaching: The pedagogical challenges. Knowledge Management & E-Learning: An International Journal, 3, 428–447.

Swan, K., Shea, P., Frederickson, E., Pickett, A. Pelz, W., & Maher, G. (2000). Building knowledgebuilding communities: Consistency, contact, and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 389–413.

Toyoda, E., & Harrison, R. (2002). Categorization of text chat communication between learners and native speakers of Japanese. Language Learning & Technology, 6(1), 82–99.

White, C. (1994). Language learning strategy research in distance education: The yoked

subject technique. Research in Distance Education, 3(2), 10-20.

Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker, J. F. Jr. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.

Downloads

Published

2021-06-23

How to Cite

Yilmaz, F. (2021). Online Language Teaching and Learning Focusing on the Pedagogical Benefits. Canadian Journal of Language and Literature Studies, 1(1), 15–20. https://doi.org/10.53103/cjlls.v1i1.9

Issue

Section

Articles