Assignment 2, Ed 6667 -
Victor Fru Asongwe
A critical reflection of online learning: English as a second language.
Possibilities and Pitfalls of learning English as aSecond Language online
SIX SITES FOR LEARNING ENGLISH ONLINE
In this paper, I will discuss six sites which present opportunities on how learners of English as a second language can improve themselves in online learning as well as in the traditional classroom setting. The sites present both possibilities and pitfalls in the teaching and learning of English as a second language. Although the growth of internet has resulted in an abundance of opportunities to learn a second language independently and from the comfort and convenience of one’s home, there is still much to be done to assist the learners in doing it the correct way. As observed from the videos presented by John Green and Claire Rice in module 1, they mentioned that students are shy to communicate in class, they do not have the language environment, students do not have opportunities to listen to different accents and different speakers from different cultures and students are intimidated by peers, just to mention a few. The answer to these problems can come from online learning, but online learning alone without teacher’s assistance can be very demanding to the learner. As Murphy (n.d.) contends, “The use of the computer does not constitute a method, rather, it is a medium in which a variety of methods approaches, and pedagogical philosophies can be applied.”
Learners who are shy and intimidated by peers could possibly find the computer an interesting place to study. Online communication is “a possible amplifier” (Harasim, 1990), where interaction that occurs between people can be viewed, edited evaluated and rewritten. Learners can have the opportunity and time to listen to different speakers, accents and people from different cultures, (Volosisinov, 1973). Students could also have more time to reflect to their responses and have access to reference material (Schneider, 2004.)
The first site I have chosen for teaching and learning English as a second language is “Learning English is as easy as watching TV! BBC ACTIVE, Oxford University Grant Scheme. The target learners are adults at elementary to intermediate levels. The learners can watch the news, hear audios, download and view PDF’s and discuss the content with their friends. Being able to explain the news with others in the website represents an opportunity for conversational interactions providing input which Long, (1996) and Pica (1994) found to be effective for learners both in class and also via computer mediated communication. This gives them the opportunity to listen to many speakers from different backgrounds. Online second language learning can be very beneficial, as the news the learners watch and listen is authentic. Online learning also provides students with unlimited authentic resources (Murphy n.d.) Some of the pitfalls that may arise concern the inability for learners to have access to technology, technical breaks and maintenance problems and so on. Even those who have the opportunity may not have the technical know how or access to software. Activities like the video sometimes have breaks or slow down which may in turn discourage learners. Watching videos may help in listening but there may be no communicative partner since the learner may be learning alone. Learners do not have the opportunity to practice the other skills like writing and reading.
The second website presents a video for English Lessons, The English Forum and The English Chat. It is a good site for learners to learn English since they can practice the different skills of listening reading, writing and speaking. The video is entertaining and learners can listen to a variety of accents from different speakers. Their speech goes along with writing and learners can match words with sound and action. Learners could watch the performers and imitate which can give them the opportunity to speak. The English Forum is also a good resource where learners can make friends and learn English from each other. Schneider, (n.d.) states, “The integration of the internet into language teacher and learning helps to overcome national and international boundaries, because users are able to communicate with other users around the world.” Learners in the English Forum are all beginners and can only express themselves through writing, with no verbal communication, as Kroonenberg (1994/1995) points, “When used for one-to-one communication in the same classroom, text-base communication via computer has value.” The English Chat is not free, as learners are expected to log in and pay. Vygotsky (1962) stressed that collaborative learning, either among students or between students and a teacher is essential for assisting each student in advancing through his or her own zone. The forum, is an avenue where friends meet with no teacher to guide and most of them express themselves in non- standard English,(Schneider, n.d.) states that successful online courses need to have motivated and well- trained tutors. Good face –to- face trainers usually have excellent and inspiring models of face - to- face teaching to base courses on.
The third site (genkienglish) focuses on beginners of second language learning. It deals with kids’ games, songs, pronunciation and pictures. In this site the children can play games and listen to short sentences. These activities can only be controlled by an adult or teacher to assist the children to listen because most of the children may be unable to use the computer effectively. Murphy (n.d.) contends that online learning may require both the teacher and the learner to be orientated to the new language learning environment. Kids like to learn while playing with each other. Ng, Yeung and Hon (2006) assert that a common debate surrounding OLL has been whether or not technology is a viable medium to maintain a solid amount of interaction between student and instructor. We can say that, Ng, Yeung and Hon's (2006) assertion that "When used appropriately in teaching and learning activities even very young children will be able to enjoy interactions between the teacher and student and among the students when using the computer (p.221). Unfortunately for many students taking classes online, the structure and support they require on a daily basis is sometimes lacking, or gets lost in the chaos.The fourth site, “Learn English, from eslcafe focuses on pronunciation power, idioms, grammar lessons, quizzes and slang and student forums. This site is a rich resource for students to learn English. Students who can be assisted by teachers can do extremely well using this site. The skill that runs through this site is reading and listening. This may not be a good site for beginners of English, Bayer’s (1990) model of collaborative –apprenticeship learning emphasizes the use of expressive speech and writing, peer collaboration and meaningful problem-solving tasks. The skills of writing and speaking are not part of this lesson. However, the pronunciation drills can be very interesting to beginners who are assisted by a teacher as the sounds of English are demonstrated with action. The idiom is also exemplified with a picture. This site may also be of advantage for students to be autonomous and reflect on certain skills of learning English as a second language. Thorne (n.d.) explains the new roles of teachers in online learning: "designer, coach, guide, mentor, and facilitator" (p. 420). The preparation in advance by the teacher encourages more active learning in the class. Murphy (2002) asserts that "Providing students with tools that they can use to communicate, collaborate and construct knowledge forces a shift from a teacher-centered pedagogy to one that is highly student-centered" (p. 227). But this can also be too demanding for the learner if there is no focus or plan in the learning process.
The fifth site focuses on Grammar. It is a quiz on the use of articles. Self-independence can be very beneficial to the learners if they are taught how to use the computer. They can use their skills to know how to use the personal pronouns. As Schneider states, “computer mediated language learning has its great advantages, because, with the help of computers learning can be more focused, faster and more complex than with traditional media. Computers assist teachers by taking some of the workload off them, like grammar practice for example, Schneider, (2004.) There is no interaction between learner and learner or learner and teacher. This website could be used in a laboratory context so that students can work on grammar individually and not feel anxious if they make mistakes in front of the whole class. In relation to speaking, Kataoka (2000) referred to learners experiencing less anxiety working with computers than in face- to –face situations. Answers to questions presented online or multimedia with ‘correct’ or ‘incorrect’ have no direct feed back, especially in cases where there can be alternative answers. Additional hints can help learners to focus on errors. Further explanation where the students have correctly answered questions can help learners to think about why their answers are correct. For example, in a review of a multimedia software program called ‘Connected Speech’ Egbert (2004) suggests …when learners are working on determining the number of spoken syllables in words; it might be more effective for some learners to be shown an answer instead of just being told well-done’.(p.7)
The sixth site is about the press. This activity requires reading and following instructions. It is an authentic activity for learners of English and those of English as a second language to improve their reading skills. Reading habits may possibly encourage learners to gain vocabulary and later use in communication and writing skills. The pitfall is that there is no face-to -face interaction among learners. It is an activity for adults to improve their vocabulary skills as well. Ikeda(1999) found that advanced level students, when learning vocabulary, were much better able to connect images of words with meaning when sound was present. The website is a text-based resource only; however, a teacher could adapt it for use in second language learning by adding sound images for words, because the non- language learners would learn more English vocabulary. Peterson (1998) suggests that online learning activities based on second language must be designed to help learners manage cognitive load, while at the same time providing opportunities for cognitive restructuring.
From my own point of view, it can be interesting to incorporate online language learning into a classroom setting, where learners could be assisted by the teacher.
References
- Bayer, (1990). Collaborative- apprenticeship learning: Language and thinking across the curriculum, K-12. Mountain View, CA: Mayfield
Harasim, L. (1990). Online education: An environment for collaboration and intellectual amplification. In L. Harasim (Ed.)
Claire Rice (n.d.) The Importance of Language Models
Claire Rice (n.d.) Encouraging use of the L2
Egbert, J. 2004, ‘Review of connected Speech’ Language Learning and Technology, vol.8 no.1pp.24-28
Ikeda, N.1999, Language learning strategies with sound –hints in computer based- drill’ Journal of Computer Assisted Learning, Vol.15, pp.312- 322.
John Green. Students’ Reluctance to use Second Language
Kataoka,k. 2000, Computers for English for English Language in Japan, U S Department of Education, Educational Information Resources Center pp. 1-28.
Kroonenberg, N. (1994/1995). Developing Communicative and thinking skills via electric mail TESOLJournal, 4 24-27.
Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie &T.K Bhatia (Eds.), Handbook of research on language acquisition.Vol. 2 Second Language Acquisition (pp.413-468). New York: Academic.
-Murphy, E. (n.d.). OLL & Theory. Memorial University of Newfoundland. Retrieved July 19, 2008, from http://www.distance.mun.ca/media/files/edu6667/ollpart1.html-Murphy, E. (n.d.).Three Perspectives on online language learning: The teacher, the student, the designer. Video Resources. Memorial University of Newfoundland. Retrieved July 19, 2008, from http://online.mun.ca/content/enforced/21734-83274.200703/Module%202%20perspectives%20video.html
Murphy, E. (2002). New tools in an old trade: Teachers talk about use of the internet in the teaching of French as a second or foreign language. Canadian Modern Language Review, 59(2), 215-35.
Ng, C., Yeung, A. S., Hon, R. Y. H. (2006). Does online language learning diminish interaction between student and teacher? Educational Media International, 43(3), 219-232(14). Retrieved July 27, 2008, from Wilson Web database.
Peterson, M. 1998, Creating Hypermedia Leaning Environments: Guideline for Designers’ Computer Assisted Language Learning, Vol. 11, no 2, pp.115-124.
Haravism, L. (1990). Online education: An environment for collaboration and intellectual amplification.
-Schneider, Christel. (2004).The Challenges of Online Language Learning: A German Perspective. Global Educator.
Thorne, S. (n.d.). Mediating technologies and second language learning. The Pennsylvania State University. [Electronic Version].
Volosinov, V.N (1973). Marxism and the philosophy language (L.Matejka & I R Titunik, Trans.) New York: Seminar.
-Vygotsky, L. S. (1962). Thought and Language. Cambridge, MA: MIT PRESS
Warschauer, (1998) Online learning in socio- cultural context. Anthropology and Education Quarterly, 29(3), 68-88
Warschauer, Mark. (1997). Computer-Mediated Collaborative Leaning: Theory and Practice. The Modern Language Journal 81 vi
Sites
-1) http://bbcactiveenglish.com/bbc-world-news-english_video.html
News is about Oxford University Grant Scheme
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-2) http://www.englishbaby.com/english_baby_wedding/full
Video – You Tube Asian women for Marriage
-3) http://www.genkienglish.net/going.htm
-4) http://www.eslcafe.com/students/
http://www.englishelearning.com/index.php?affiliateid
-5) http://www.esldesk.com/quiz/personapronouns.aspx
http://www.genkienglish.net/going.htm
6) http://lfpress.ca/newsstand/News/Local/2008/07/19/6203986-sun.html
http://lfpress.ca/cgi-bin/publish.cgi?s=nie&h=nie_newspaper2
Monday, July 28, 2008
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