Research Article
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Year 2018, Volume: 19 Issue: 1, 183 - 202, 01.01.2018
https://doi.org/10.17718/tojde.382798

Abstract

References

  • Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with web-based courses – An exploratory study of two online MBA programs. Management Learning, 33(3), 331–347. Blake, R. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics, 31, 19-35. Bodnar, S; Cucchiarini, C; Strik, H; & Hout, R.V., (2016). Evaluating the motivational impact of CALL systems: current practices and future directions. Computer Assisted Language Learning 29(1), pages 186-212. Bollinger, D.U., & Erichsen, E.A. (2013). Student satisfaction with blended and online courses based on personality type. Canadian Journal of Learning & Technology, 39(1), 1-23. Callaway, S.K. (2012). Implications of online learning: Measuring student satisfaction and learning for online and traditional students. Insights to a Changing World Journal, retrieved from www.franklinpublishing.net Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches (3rd ed.) London: Sage Publications. Chang, Yueh-ching (2010), Discourse and Identity in Online Language Learning: A Case Study of a Community College ESL Classroom (Doctor Dissertation). Retrieved from http://escholarship.org/uc/item/7x20w17f Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press. Chapelle, C., Jamieson, J. & Preiss, S. (2005). Call evaluation by developers, a teacher, and students. Retrieved from https://calico.org/a-133-CALL% Chen, W. L. C., & Bagakas, J. G. (2003). Understanding the dimensions of self-exploration in web-based learning environments. Journal of Research on Technology in Education, 34(3), 364–373. DeVellis, R. F. (2003). Scale development: Theory and applications. California: Sage Publications. Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective. English Language Teaching, 3(2), 3-9. Er, E., Ozden, M., & Arifoglu, A. (2009). A blended e-learning environment: A model proposition for integration of asynchronous and synchronous e-learning. International Journal of Learning, 16(2), pp. 449-460. Espinoza, B (2013). Learning English using Tell Me More: Perspectives of university teaching staff as users of the online application. Retrieved from https://www.researchgate.net/publication/278171803Learning English with Tell Me More Perspectives of university teaching staff as users of the online platform Estelami, H. (2012). An exploratory study of the drivers of student satisfaction and learning experience in hybrid-online and purely online marketing courses. Marketing Education Review, 22(2), 143-155. doi:10.2753/MER1052- 8008220204. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), pp. 393-416. Retrieved from http://learnonline.canberra.edu.au/file.php/5963/TPACK_UC /pdf/harris_mishra_koehler_jrte.pdf 200 Hubbard, P., & Levy M., (2016). Theory in computer-assisted language learning research and practice from: The Routledge Handbook of Language Learning and Technology Routledge. Accessed on: 05 Sep 2017 Huang & Wang, (2012). An Analysis of University Freshman Students’ Satisfaction in Using On-line English Practice Exams. Journal of Global Business Management, 8(1). 88-97. Huang, F.; Teo, T., & Zhou, M. (2017). Understanding Factors Influencing English Teachers in Chinese Universities to Teach with Technology: A Case Study. New Ecology for Education — Communication X Learning, pages 119-130. Kizil, A.S. (2017) EFL Learners in the Digital Age: An Investigation into Personal and Educational Digital Engagement. RELC Journal 49. Kramsch, C. J. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford, UK: Oxford University Press. Krejcie, R.V. & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610. Kuama, S. & Intharaksa, U. (2016). University students’ perceptions of an online English language course. Proceedings of ICHiss 2016: 8 th International Conference on Humanities and Social Sciences. National Defence University of Malaysia. (pp 226-336). Selangor, Malaysia. Lee, L.W. (2016) Multisensory modalities for blending and segmenting among early readers. Computer Assisted Language Learning 29(5), pages 1019-1034. Liaw, M.L; & English, K (2017). Technologies for Teaching and Learning L2 Reading. The Handbook of Technology and Second Language Teaching and Learning, pages 62- 76. Nielson, K. (2011). Self-Study with Language Learning Software in The Workplace: What Happens? Language Learning & Technology Volume 15, Number 3 pp. 110–129. Retrieved December 8, 2016, from http://llt.msu.edu/issues/october2011/nielson.pdf. Nielson, K., & Gonzalez-Lloret, M. (2010). Effective online foreign language courses: Theoretical framework and practical application. EUROCALL Review, 17. Retrieved January 15, 2017, from http://www.eurocall languages.org/review/ 17/index.html#nielson_gonzalez. Norton, B., & Williams, C. J. (2012). Digital identities, student investments and eGranary as a placed resource. Language and Education, 26(4), 315–329. Parlak, O., & Ziegler, N. (2017). The impact of recasts on the development of primary stress in a synchronous computer-mediated environment. Studies in Second Language Acquisition 39(2), pages 257-285 Perez, A. (2014). Effectiveness of Tell Me More in Enhancing Communication Skills. Asia Pacific Journal of Multidisciplinary Research P-ISSN 2350-7756 | E-ISSN 2350- 8442 | Volume 2, No. 6 | December 2014. Phaisuwan, C. (2006). A study on needs and problems of Seagate planners in using the English language to establish an ESP course. Unpublished master’s research paper, Bangkok: Thammasat University, Language Institute, English for Careers. Prensky, M. (2001),"Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 Iss 5 pp. 1 – 6 http://dx.doi.org/10.1108/10748120110424816. Prahtibha, M. (2017). Promoting Self-Learning in Developing Communication Skills of Technical Students. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 6(1), 1-8. doi: http://dx.doi.org/10.21013/jems.v6.n1.p1. 201 Rashidi, N. & Moghadam, M. (2014). The effect of teachers’ beliefs and sense of selfefficacy on Iranian EFL learners’ satisfaction and academic achievement. The Electronic Journal for English as a Second Language, 18(2), 1-23. http://www.teslej.org/wordpress/issues/volume18/ej70/ej70a3/ Rodinadze S. & Zarbazoia K. (2012). The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching Vol. 3. TELL ME MORE manual self-editing in L2 Writing. Language Learning & Technology, 17(3), 135-156. Sukseemuang, P. (2009). Self-directedness and academic success of students enrolling in hybrid and traditional courses. Ph.D. Dissertation. Retrieved from http://gateway.proquest.com/open Sun, S. Y. (2014). Learner perspectives on fully online language learning. Distance education, 35(1), 18-42. Wagner, S.C., Garippo, S.J., & Lovaas, P. (2011). A longitudinal comparison of online versus traditional instruction. MERLOT Journal of Online Learning and Teaching, 7(1), 68-73. Warschauer, M and Liaw, M. (2011). Emerging Technologies for Autonomous Language Learning. Studies in Self-Access Learning Journal Vol 2, Issn 3, Pp 107-118 (2011) ISSN(s): 2185-3762. Willis, J. (2006). Research-based strategies to ignite student learning: Memory, learning, and test taking success. Retrieved from http://www.ascd.org/publications/book/197006/chapters/Memory,_ Learning, and Test Taking_Success.aspx Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155- 164. DOI: 10.1016/j.compedu.2009.12.012 Yunus, M., Hasim, H., Embi, M. A. y Lubis, M. A. (2010). The Utilization of ICT in the Teaching and Learning of English: ‘Tell Me More’. Procedia. Social and Behavioural Sciences, 9, 685-691.

EFL Learners’ Satisfaction with the Online Learning Program, Tell Me More

Year 2018, Volume: 19 Issue: 1, 183 - 202, 01.01.2018
https://doi.org/10.17718/tojde.382798

Abstract

This study investigated EFL learners’ satisfaction with the asynchronous online learning program Tell Me More (TMM). 340 EFL learners’ satisfaction with the TMM program was surveyed. In addition, a semi-structured focus group interview was conducted with 10 of the participants to gain in-depth insight into their satisfaction. The findings showed that the learners’ were highly satisfied with the vocabulary, reading and listening aspects of the program. It further indicated learners’ satisfaction to use TMM for self-study, meaningful content and its language learning potential. Moving forward, in selecting tutorial CALL programs, stakeholders could consider programs with contents that can be adapted to cater for learners’ needs and preferences. Additionally, TMM could be improved to include aspects that will help learners develop spontaneous communication skills that will appeal most to learners’ interest. Furthermore, CALL programmers are enlightened on aspects in online learning programs that does not only satisfy EFL learners the most but also aspects that needs to be improved to ensure maximum satisfaction. Further research could consider how learners’ perceptions influence their satisfaction and how it translates to overall learners’ achievement.

References

  • Arbaugh, J. B., & Duray, R. (2002). Technological and structural characteristics, student learning and satisfaction with web-based courses – An exploratory study of two online MBA programs. Management Learning, 33(3), 331–347. Blake, R. (2011). Current Trends in Online Language Learning. Annual Review of Applied Linguistics, 31, 19-35. Bodnar, S; Cucchiarini, C; Strik, H; & Hout, R.V., (2016). Evaluating the motivational impact of CALL systems: current practices and future directions. Computer Assisted Language Learning 29(1), pages 186-212. Bollinger, D.U., & Erichsen, E.A. (2013). Student satisfaction with blended and online courses based on personality type. Canadian Journal of Learning & Technology, 39(1), 1-23. Callaway, S.K. (2012). Implications of online learning: Measuring student satisfaction and learning for online and traditional students. Insights to a Changing World Journal, retrieved from www.franklinpublishing.net Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approaches (3rd ed.) London: Sage Publications. Chang, Yueh-ching (2010), Discourse and Identity in Online Language Learning: A Case Study of a Community College ESL Classroom (Doctor Dissertation). Retrieved from http://escholarship.org/uc/item/7x20w17f Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press. Chapelle, C., Jamieson, J. & Preiss, S. (2005). Call evaluation by developers, a teacher, and students. Retrieved from https://calico.org/a-133-CALL% Chen, W. L. C., & Bagakas, J. G. (2003). Understanding the dimensions of self-exploration in web-based learning environments. Journal of Research on Technology in Education, 34(3), 364–373. DeVellis, R. F. (2003). Scale development: Theory and applications. California: Sage Publications. Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective. English Language Teaching, 3(2), 3-9. Er, E., Ozden, M., & Arifoglu, A. (2009). A blended e-learning environment: A model proposition for integration of asynchronous and synchronous e-learning. International Journal of Learning, 16(2), pp. 449-460. Espinoza, B (2013). Learning English using Tell Me More: Perspectives of university teaching staff as users of the online application. Retrieved from https://www.researchgate.net/publication/278171803Learning English with Tell Me More Perspectives of university teaching staff as users of the online platform Estelami, H. (2012). An exploratory study of the drivers of student satisfaction and learning experience in hybrid-online and purely online marketing courses. Marketing Education Review, 22(2), 143-155. doi:10.2753/MER1052- 8008220204. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), pp. 393-416. Retrieved from http://learnonline.canberra.edu.au/file.php/5963/TPACK_UC /pdf/harris_mishra_koehler_jrte.pdf 200 Hubbard, P., & Levy M., (2016). Theory in computer-assisted language learning research and practice from: The Routledge Handbook of Language Learning and Technology Routledge. Accessed on: 05 Sep 2017 Huang & Wang, (2012). An Analysis of University Freshman Students’ Satisfaction in Using On-line English Practice Exams. Journal of Global Business Management, 8(1). 88-97. Huang, F.; Teo, T., & Zhou, M. (2017). Understanding Factors Influencing English Teachers in Chinese Universities to Teach with Technology: A Case Study. New Ecology for Education — Communication X Learning, pages 119-130. Kizil, A.S. (2017) EFL Learners in the Digital Age: An Investigation into Personal and Educational Digital Engagement. RELC Journal 49. Kramsch, C. J. (2009). The multilingual subject: What foreign language learners say about their experience and why it matters. Oxford, UK: Oxford University Press. Krejcie, R.V. & Morgan, D.W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30, 607-610. Kuama, S. & Intharaksa, U. (2016). University students’ perceptions of an online English language course. Proceedings of ICHiss 2016: 8 th International Conference on Humanities and Social Sciences. National Defence University of Malaysia. (pp 226-336). Selangor, Malaysia. Lee, L.W. (2016) Multisensory modalities for blending and segmenting among early readers. Computer Assisted Language Learning 29(5), pages 1019-1034. Liaw, M.L; & English, K (2017). Technologies for Teaching and Learning L2 Reading. The Handbook of Technology and Second Language Teaching and Learning, pages 62- 76. Nielson, K. (2011). Self-Study with Language Learning Software in The Workplace: What Happens? Language Learning & Technology Volume 15, Number 3 pp. 110–129. Retrieved December 8, 2016, from http://llt.msu.edu/issues/october2011/nielson.pdf. Nielson, K., & Gonzalez-Lloret, M. (2010). Effective online foreign language courses: Theoretical framework and practical application. EUROCALL Review, 17. Retrieved January 15, 2017, from http://www.eurocall languages.org/review/ 17/index.html#nielson_gonzalez. Norton, B., & Williams, C. J. (2012). Digital identities, student investments and eGranary as a placed resource. Language and Education, 26(4), 315–329. Parlak, O., & Ziegler, N. (2017). The impact of recasts on the development of primary stress in a synchronous computer-mediated environment. Studies in Second Language Acquisition 39(2), pages 257-285 Perez, A. (2014). Effectiveness of Tell Me More in Enhancing Communication Skills. Asia Pacific Journal of Multidisciplinary Research P-ISSN 2350-7756 | E-ISSN 2350- 8442 | Volume 2, No. 6 | December 2014. Phaisuwan, C. (2006). A study on needs and problems of Seagate planners in using the English language to establish an ESP course. Unpublished master’s research paper, Bangkok: Thammasat University, Language Institute, English for Careers. Prensky, M. (2001),"Digital Natives, Digital Immigrants Part 1", On the Horizon, Vol. 9 Iss 5 pp. 1 – 6 http://dx.doi.org/10.1108/10748120110424816. Prahtibha, M. (2017). Promoting Self-Learning in Developing Communication Skills of Technical Students. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 6(1), 1-8. doi: http://dx.doi.org/10.21013/jems.v6.n1.p1. 201 Rashidi, N. & Moghadam, M. (2014). The effect of teachers’ beliefs and sense of selfefficacy on Iranian EFL learners’ satisfaction and academic achievement. The Electronic Journal for English as a Second Language, 18(2), 1-23. http://www.teslej.org/wordpress/issues/volume18/ej70/ej70a3/ Rodinadze S. & Zarbazoia K. (2012). The Advantages of Information Technology in Teaching English Language. Frontiers of Language and Teaching Vol. 3. TELL ME MORE manual self-editing in L2 Writing. Language Learning & Technology, 17(3), 135-156. Sukseemuang, P. (2009). Self-directedness and academic success of students enrolling in hybrid and traditional courses. Ph.D. Dissertation. Retrieved from http://gateway.proquest.com/open Sun, S. Y. (2014). Learner perspectives on fully online language learning. Distance education, 35(1), 18-42. Wagner, S.C., Garippo, S.J., & Lovaas, P. (2011). A longitudinal comparison of online versus traditional instruction. MERLOT Journal of Online Learning and Teaching, 7(1), 68-73. Warschauer, M and Liaw, M. (2011). Emerging Technologies for Autonomous Language Learning. Studies in Self-Access Learning Journal Vol 2, Issn 3, Pp 107-118 (2011) ISSN(s): 2185-3762. Willis, J. (2006). Research-based strategies to ignite student learning: Memory, learning, and test taking success. Retrieved from http://www.ascd.org/publications/book/197006/chapters/Memory,_ Learning, and Test Taking_Success.aspx Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers and Education, 55(1), 155- 164. DOI: 10.1016/j.compedu.2009.12.012 Yunus, M., Hasim, H., Embi, M. A. y Lubis, M. A. (2010). The Utilization of ICT in the Teaching and Learning of English: ‘Tell Me More’. Procedia. Social and Behavioural Sciences, 9, 685-691.
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Journal Section Articles
Authors

George Gyamfı This is me

Panida Sukseemuang This is me

Publication Date January 1, 2018
Submission Date May 18, 2017
Published in Issue Year 2018 Volume: 19 Issue: 1

Cite

APA Gyamfı, G., & Sukseemuang, P. (2018). EFL Learners’ Satisfaction with the Online Learning Program, Tell Me More. Turkish Online Journal of Distance Education, 19(1), 183-202. https://doi.org/10.17718/tojde.382798

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