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.

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