Study title :
" E-Learning
and its Role in Promoting English Language
acquisition: a Theoretical Perspective "
Searcher :
Dr. Wisam Kh. Al Shawwa
Al Quds Open UniversityGaza Educational Region
Publisher :
Journal of Educational Studies and Research of the
Palestinian
nineteenth issue - June 2102
مشكلة الدراسة واسبابها:
The Searcher mentioned that there are many reasons for using the
Internet in the language classroom, among these reasons are:
· The use of computer for language learning is very
motivating.
· The Internet puts the language being learned in an
international context. · Projects
based on the Internet are interactive.
· It is increasingly easier to use the Internet.
· The Internet gives us another opportunity to
concentrate teaching on the student.
· It offers us a new way of having real linguistic
experiences, especially for the teacher who has this concern.
ذكر
الباحث أن هناك العديد من
الأسباب لاستخدام الإنترنت في الفصول الدراسية لتدريس اللغة الانجليزية مستندا الى دراسات سابقة وهذا يحسب
للباحث رجوعه للدراسات
أهداف الدراسة:
The Searcher mentioned that E-learning gives both English
language teachers and learners a way to connect with each other and extend
their English language learning experience. Interactive web elements and
participation in video conferencing and virtual classes as examples provide
students with significant opportunities that enhance their learning
experiences. So one summarizes the goals as follows:
· To enhance learning for all students through the
appropriate use of technology in the classroom.
· To develop leaders in teaching English by using
technology who will have an impact on public policy.
· To reflect on classroom practices in order to use technology
effectively, appropriately, and with vision.
· To promote an educational philosophy in which
technology is fully integrated into the curriculum through active,
student-centered learning.
ذكر
الباحث ان التعلم
الإلكتروني يعطي كل من المعلمين والمتعلمين اللغة الإنجليزية وسيلة للتواصل مع
بعضهم البعض وتوسيع تجربة تعلم اللغة الإنجليزية. ولخص الاهداف الى عدة نقاط شامله
ومتوافقة مع العنوان
الإطار
النظري :
How e-learning changed the way that English language
class looks like?
The Searcher mentioned that using e-learning in teaching English
changed the English language class aspects. It must be mentioned that online
classes present the same level of difficulty that the traditional class
presents, but one can say that online English language classes are much more
convenient for several reasons. No set time is established for when and where
you work. Courses are accessible from any
computer, and usually twenty-four hours a day. Online teachers are
available through phone and e-mail. Also online classes offer more direct
assignments, forums and Blogs. Students can access their courses anytime, and
from anywhere. Also virtual classes enable teachers and students to communicate
synchronously using audio, video, text chat, interactive whiteboard,
application sharing, instant polling etc. These features enable faculty and
students to interact as if they were face to face in a classroom. Participants
can talk to each other, view each other through a webcam, use emoticons, and
work together in break out rooms. Indeed this technology can provide the rich
content and learning support that are considered to be critical elements of
online learning. Also video streaming can increase student learning and
performance. This technology would help teachers overcome the problems of
online and traditional classrooms. By using streaming media technology, which
allows files to play as they download, teachers could deliver content that
would be difficult to convey in other ways. Additionally, teachers should seek
to enhance the learning process for students by providing course materials that
would allow for reflection and review after they encountered them in the
classroom.
ذكر الباحث
كيف للتعلم الإلكتروني ان يغير طريقة التدريس داخل الفصول حيث ذكر بعض المزايا
التي يتمع بها التعلم الالكتروني بالنسبة للطلاب والمدرس من حيث الظروف المكانية
والزمنية
Students' Role:
The Searcher mentioned that by using e-learning in teaching English
language , students' role changed towards more independence; he should be
self-centered in leaning. We can say that student preparation is not
exclusively the responsibility of the instructor. Students must develop their
abilities and be self-dependent. Online students have a significant role in the
virtual learning environment; they can contribute to successful
learning/preparation through the following:
· Awareness - evaluate expectations, assess time needed
to complete work, understand motivations/value of the learning, assess personal
skills -technical and study skills
· Orientation - online, a student goes through several
stages before engaging the content - the computer, internet, the virtual
classroom, software, instructor and students, and finally the content.
Different students will enter a course at different levels of
preparedness...but in online courses, and instructor should be able to accommodate
a student at any level · Disciplined
- follow course schedule and complete assignments · Organized - schedule study time and online time to
ensure all course obligations are met · Self-directed - able to motivate her/himself...ask for
help when needed, etc. · Internal
or externally motivated (i.e., some requirement or just because it's something
that really interests them).
Teachers' Role:
The Searcher mentioned the effective technology implementation in
teaching English language involves a knowledgeable teacher who understands technology¹s
potential for education. Dwyer (1994) points out that effective technology
integration means teachers must change teaching strategies and move from
teacher-centered activities to those that are learner centered; that they must
become facilitators and collaborators; and that instruction must move from
memorization to problem solving. The teacher's role involves arranging the
classroom environment (both the physical environment and the learning
environment) to give English language learners access to the technology.
ثم ذكر
الباحث المشاكل التي توجد
في التعليم الالكتروني اختصرها في اربع
نقاط مستندا الى دراسات علمية ويشكر للباحث استناده للدراسات
The Searcher mentioned the Problems in using the internet and e-learning technologies in
teaching English language faces many problems.
The first problem, is that the internet is not
always accessible by all learners and teachers though English as a second
language all over the world is taught widely. Selami Aydin (2007) mentions that
statistics (The World Bank, 2004) indicate that internet use depends on the
financial situations of countries. For example, some values on the internet
accessibility of overall population are 75.6% in Sweden, 61.4% in Holland,
68.7% in Japan, 50% in Germany, 17.7% in Greece, 14.2% in Turkey, 11.1% in
Russia, 10.9% in Thailand, 6.6% in Saudi Arabia and 4.5% in Kenya. To sum up,
when the accessibility of overall population is considered, it is possible to
say that the inequity issues in internet accessibility are discouraging for
both language teachers and students in educational settings (Mike, 1996).
Second,
Internet unfamiliarity is another problem that causes lack of training in
second language classroom. In other words, little experience on the internet is
an anxiety source for both second language learners and teachers.
Third, since
the internet offers all types of topics, some of them are not unsuitable for
school children who learn English as second language. Though serious
precautions are taken today, this is still an important problem for parents and
children (Singhal, 1997).
Last and fourth,
the increasing amount of information generally makes learners confused while
they try to reach specific information. (Chafe, 1999). Consequently, problems
on internet use focus on computer unavailability, lack of internet
accessibility and training, computer anxiety, computer unfamiliarity of both
teachers and students and some financial obligations.
الخلاصة والتتوصيات:
ذكر الباحث جملة من التوصات لكن لو ذكرها في نقاط كان
افضل
Conclusion and Recommendations:
The Searcher mentioned that Technology in English language instruction
has witnessed a proliferation of research at all levels of education and
training. It has become a fixture in many homes around the world, and its influence
has permeated into all facets of our lives, including educational settings.
E-Learning is an increasingly prevalent, viable, and fully recognized method
for teaching and learning English language. In order to integrate such kind of
learning, teachers need a thorough command of subject matter and the
self-confidence and willingness to be questioned in whatever areas student
exploration uncovers. The teacher admits that he/she doesn't know everything.
Teachers need intellectual confidence to reveal their lack of absolute
knowledge and their thinking processes to students. When confronted with a
question they cannot answer, they must model the problem-solving and
information-gathering processes they want their students to use. Students
actively engage not only in solving problems but in formulating them. In
summary, the teacher is essential to the integration of the technological
potential in education. Teachers need the access, training, ongoing support and
time to become proficient, productive users of technology. This is crucial in
order for teachers to fulfill their roles as facilitators of learning and
information literacy. Successful preparation for online learning is not
significantly different from classroom preparation. As with any new concept, however,
it is important for an instructor to communicate how existing practices
integrate with learning online. Preparing learners to learn online is perhaps
the greatest skill that we can offer as academic supervisors. In an era of
"lifelong learning", skills for acquiring knowledge play a greater
role in success than do knowledge concepts . E-learning is the language of the
age. Indeed there is a need for revising and modifying English language
curricula to incorporate new tools like on-line learning and other language
skill and areas. Studies must investigate the possibility of mixing both the
traditional classroom and the e-mail method. Foreign language teachers must be
aware of the complexity of the on-line learning environment such as; scheduling
computer labs, finding computers hard ware, software problems, absent partners,
and lack of responses.
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