Katrina Ninfa M. TOPACİO

İngilizceyi ikinci dil olarak öğrenciler arasında yazmayı öğretminde çevrimiçi eğitim platformunun kullanımını

Bütüncül bilgisayar destekli dil öğrenimi ışığında, bu araştırma, geleneksel bir sınıf öğretiminin yokluğunda İngilizceyi ikinci dil olarak öğrenen öğrenciler arasında yazma öğretiminde bir Öğrenme Yönetimi Yazılımı (LMS) gibi çevrimiçi öğrenme platformunun kullanılmasının etkinliğini ortaya çıkarmayı amaçlamaktadır. Bununla birlikte, tek tek puanlama bileşenlerinin analizi, çevrimiçi öğretim grubunun içerik oluşturma becerisinde iyileşmediğini ortaya çıkarmıştır. Odak grup görüşmeleri, çevrimiçi temelli öğretimin güçlü ve zayıf yönlerini ortaya çıkarmak için yapılmıştır ve öğrenciler, çevrimiçi öğrenmenin kaynak edinme ve fikirleri ifade etmede konusunda yardımcı olduğunu, ayrıca zamanla ilgili sorunları ve doğrudan geri bildirim korkusunu azaltmak için uygun olduğunu belirtmiştir. Ancak, eğitim ve danışma söz konusu olduğunda, öğrenciler yüz yüze sınıf diyaloğunu tercih etmişlerdir.

Exploring the use of online educational platform in teaching writing among ESL students

In the light of Integrative CALL, this research aims to know the effectiveness of using online learning platformlike a Learning Management Software (LMS) in teaching writing among ESL students in the absence of atraditional classroom instruction. Through a quasi-experimental approach, the study was able to establish thatthere was no significant difference between the pre- and post-essay overall writing performance of a groupwhich received writing instruction online and a group which received classroom instruction. However, analysisof the individual scoring components revealed that the online-instruction group did not improve in their contentbuildingskill. Focus group interviews were also conducted to know the strengths and weaknesses of the onlinebasedinstruction and it was able to reveal that students consider it to be helpful in acquiring sources andexpressing opinions, and convenient for lessening issues about time and fear of direct feedback. However, whenit comes to instruction and consultation, the students still preferred the face-to-face classroom dialogue. It wasalso found how lack of autonomous learning habits can be a hindrance to online-based instruction.

PDF

___

Blythe, S. (2001). Designing online courses: User-centered practices. Computers and Composition, 18, 329-346.
Haranhan, M. & Madsen, D. (2006). From Literacy to e-Literacy in Teaching, Technology, Textuality: Approaches to New Media. Palgrave Macmillan.
Hewett, B. (2006). Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition, 26, 4-31.
Hyland, K. (2003). Second language learning. Cambridge University Press: Cambridge.
Jukes, I., McCain, T. & Crockett, L. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Century Fluency Project: Canada.
Lee, S. (2006). Putting IT into the English Syllabus: A Case of Square Pegs and Round Holes? In Teaching, Technology, Textuality: Approaches to New Media. Palgrave Macmillan.
Liu, A. (2006). The Humanities: A technical Profession in Teaching, Technology, Textuality: Approaches to New Media. Palgrave Macmillan.
Pacansky-Brock, M. (2013). Practices for teaching with emerging technologies. Routledge: New York.
Pennington, M.C. (2003) The impact of the computer in second language writing. In Kroll, B. (Ed.) Exploring the dynamics of second language writing. Cambridge University Press: Cambridge. Reid, G. (2005). Learning styles and inclusion. Paul Chapman Publishing: London.
Smith, R. (2008). Learner autonomy. ELT Journal, 62 (4), 395-397. doi: 10.1093/elt/ccn38.
Stroia, M. (2012). Learning with computers: A serious challenge for the didactic of foreign language teaching. Social Behavioral Sciences, 1 (65), 38-42.
Tardy, C. (2010). Writing for the world: Wikipedia as an introduction to academic writing. English Teaching Forum, (48, 1), 12-19.
Trebbi, T. (2008). Freedom – a pre-requisite for learner autonomy? In Lamb, T. & Reinders, H. (Eds.) Classroom Innovation and Teacher Autonomy: Concepts, Realities and Responses. John Benjamin Publishing: Amsterdam.
Vilbar, A. (2011). Effects of ESL courseware for sustainable development on grammar proficiency and reading skills of various learners. Philippine Journal for Language Teaching, (51), 69-82.
Warschauer, M. & Haley, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
Yagelski, R & Grabill, J. (1998). Computer-Mediated Communication in the Undergraduate Writing Classroom: A Study of the Relationship of Online Discourse and Classroom Discourse in Two Writing Classes. Computers and Composition. 15, 11-40.
Yagelski, R & Powely, S. (1996). Virtual Connections and Real Boundaries: Teaching Writing and Preparing Writing Teachers on the Internet. Computers and Composition. 13, 25-36.
Zhu, S.. Tang, C. & Pan, H. (2014). Autonomous learning model for college students under multimedia environment. Journal of Chemical and Pharmaceutical Studies, 6 (5), 1399-1402.