Revisiting Innovations in ELT through Online Classes: An Evaluation of the Approaches of 10 Minute School

Yıl 2019, Cilt: 20 Sayı: 1, 248 - 266, 01.01.2019

Abdul Karım Faheem Hasan Shahed Mohammad Mosiur Rahman Abdul Rashid Mohamed

https://doi.org/10.17718/tojde.522729

Cited By: 5

Öz

The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.

Anahtar Kelimeler

EFL, e-learning, online teaching, Facebook, CLT

Kaynakça

• Ali, M., & Walker, A. L. (2014). ‘Bogged down’ELT in Bangladesh: Problems and policy: Investigating some problems that encumber ELT in an EFL context. English Today, 30(2), 33-38. Balcikanli, C. (2010). Long live, YouTube: L2 stories about YouTube in language learning. Annals of Language and Learning, 91. Boonkit, K. (2011). Facebook: Bridging the Gap between Classroom English and Real World Reading for Non-Native Learners of English. International Journal of Arts & Sciences, 4(18), 207-225. Bradshaw, J., & Hinton, L. (2004). Benefits of an Online Discussion List in a Traditional Distance Education Course. Online Submission, 5(3). Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. Fisher, A., Exley, K., & Ciobanu, D. (2014). Using technology to support learning and teaching. Routledge: New York. Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education?. The Internet and higher education, 13(4), 179-187. Karim, A., Mohamed, A. R., & Rahman, M. M. (2017). EIA-A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives. International Journal of Instruction, 10(4), 51-66. Karim, A., Mohamed, A. R., Rahman, M. M., & Haque, M. H. (2017). Teachers’ dilemma bog down CLT in EFL contexts: A discussion on EFL teachers’ beliefs and sources. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 22(4), 112-120. Karim, A., Mohamed, A. R., & Rahman, M. M. (2018). Organized Hypocrisy in EFL Teacher Training programs. International Journal of Instruction, 11(2), 437-450. Karim, A., Mohamed, A. R., Ismail, S. A., Shahed, F. H., Rahman, M. M., & Haque, M. H. (2018). Error Analysis in EFL Writing Classroom. International Journal of English Linguistics, 8(4), 122. Manuel, J. T., & P. Schunke, M. (2016). Meeting students where they are online, but leading them somewhere more interesting: Reflections on teaching the Facebook class. College Teaching, 64(3), 112-118. McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6). Moir, S. (2010). Social Media Marketing Business Advantages of Facebook vs. Twitter Part 4.(On-line). Heiberger, G., & Junco, R. (2011). Meet your students where they are: social media. NEA Higher Education Advocate, 28(5), 6-9. Pimmer, C., Linxen, S., & Gröhbiel, U. (2012). Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries. British Journal of Educational Technology, 43(5), 726-738. Rahman, M. M., & Pandian, A. (2018). A Critical Investigation of English Language Teaching Bangladesh: Unfulfilled expectations after two decades of Communicative Language Teaching. English Today,17. Red, D. (2009). The Advantages of Facebook. Ru-Chu, S. H. I. H. (2013). Effect of using Facebook to assist English for business communication course instruction. Tojet: the Turkish online journal of educational technology, 12(1). Simpson, J. (2017, June). Using Facebook in an EFL Business English Writing Class in a Thai University: Did It Improve Students’ Writing Skills?. In Proceedings Education and Language International Conference (Vol. 1, No. 1). Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional science, 32(1-2), 9-31. Stone, B. (2006). Web of Risks. Newsweek. August 21, 2006. P. 76. Tina, L. I. M. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4). Van Merriënboer, J. J., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development, 53(3), 5-13. Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11-20. World Bank. 2016. ‘GDP growth (annual %).’ Online at http://data.worldback.org/indicator/NY.GDP.MKTP.KD.ZG?page=1 (Accessed February 14, 2016). Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning?. Communications of the ACM, 47(5), 75-79.