Research Article
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Year 2020, Volume: 2 Issue: 1, 44 - 58, 01.06.2020

Ali Erarslan , Abdullah Arslan

Abstract

References

  • Abney, A. K., Cook, L. A., Fox, A. K., & Stevens, J. (2018). Intercollegiate social media education ecosystem. Journal of Marketing Education. 41(3), 254 - 269.
  • Arkorful, V., & Abaidoo, N. (2014). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Education and Research, 12(2), 397–410.
  • Asiksoy, G. (2018). ELT students’ attitudes and awareness towards the use of Web 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240–251.
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093–1106.
  • Berge, Z. L. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education, 14(1), 374–388.
  • Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35.
  • Brick, B. (2012). The role of social networking sites for language learning in UK higher education. International Journal of Computer-Assisted Language Learning and Teaching, 2(3), 35–53.
  • Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(3), 1–19.
  • Costley, A., & Lange, C. (2018). The moderating effects of group work on the relationship between motivation and cognitive load. International Review of Research in Open and Distributed Learning, 19(1), 1-23.
  • Crystal, D. (2003). English as a global language. Cambridge University Press (Second Edi). Cambridge University Press.
  • Duncan, H., & Barnett, J. (2009). Learning to teach online: What works for pre-service teachers. Journal of Educational Computing Research, 40(3), 357–376.
  • Faizi, R., Afia, A. El, & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal of Engineering, 3(4), 50 - 53.
  • Foo, S. Y., & Hussain, R. M. R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia - Social and Behavioral Sciences, 9, 1913–1917.
  • Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30.
  • Gluchmanova, M. (2015). Application of e-learning in foreign language teaching at the technical university. Procedia - Social and Behavioral Sciences, 174, 3144–3149.
  • Godwin-Jones, R. (2017). Emerging technologies: Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.
  • Guan, S. (2014). Internet-based technology use in second language learning: A systematic review. International Journal of Cyber Behavior, Psychology and Learning, 4(4), 69–81.
  • Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313.
  • Jabeen, S. S., & Thomas, A. J. (2015). Effectiveness of online language learning. Proceedings of the World Congress on Engineering and Computer Science, 1, 1-5.
  • Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1–11.
  • Kern, N. (2013). Innovations in learning technologies for English language teaching. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 45–66). British Council.
  • Kirkan, B., & Kalelioglu, F. (2017). Türkiye’de uzaktan eğitim merkezlerinin durumu: Betimsel bir çalışma. Journal of Instructional Technologies & Teacher Education JITTE, 6(3), 88–98.
  • Lekawael, R. F. J. (2017). The impact of smartphone and internet usage on English language learning. English Review: Journal of English Education, 5(2), 255–262.
  • Luo, T. (2013). Web 2.0 for language learning: Benefits and challenges for educators. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 1–17.
  • Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers and Education, 95, 216–230.
  • McCarroll, N., & Curran, K. (2013). Social networking in education. International Journal of Innovation in the Digital Economy, 4(1), 1–16.
  • Mohammadi, N., Ghorbani, V., & Hamidi, F. (2011). Effects of e-learning on language learning. Procedia Computer Science, 3, 464–468.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Students barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.
  • Pielot, M., Church, K., & De Oliveira, R. (2014). An in-situ study of mobile phone notifications. MobileHCI 2014 - Proceedings of the 16th ACM International Conference on Human-Computer Interaction with Mobile Devices and Services, 233–242.
  • Sahin, A. (2014). The Role of Information and Communication Technologies in schools: Perspectives of teachers. International Journal of Academic Research in Progressive Education and Development, 3(2), 112–124.
  • Salamat, L., Ahmad, G., Bakht, M. I., & Saifi, I. L. (2018). Effects of e-learning on students’ academic learning at university level. Asian Innovative Journal of Social Sciences & Humanities (AIJSSH), 2(2), 1–12.
  • Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190.
  • Tamayo-Maggi, M. R., & Cajas-Quishpe, D. C. (2020). Students´ perceptions towards learning English online: An exploratory study at a Language Centre of an Ecuadorian University Percepciones. Dominio de Las Ciencias, 6(2), 659–675.
  • Taskiran, A., Gumusoglu, E. K., & Aydin, B. (2018). Fostering foreign language learning with Twitter: Reflections from English learners. Turkish Online Journal of Distance Education, 19(1), 100–116.
  • Tiryakioglu, F., & Erzurum, F. (2011). Use of social networks as an educational tool. Contemporary Educational Technology, 2(2), 135–150.
  • Wang, Y., & Sun, C. (2001). Internet-based real time language education : Towards a fourth generation distance education. CALICO Journal, 18(3), 539–561.
  • West, R., Güven, A., Parry, J., Ergenekon, T., Aşık, G., Aydın, İ., & Başıhoş, S. (2015). The state of English in higher education in Turkey: A baseline study. In British Council & TEPAV.
  • Wong, L.-H., Chai, C. S., & Poh Aw, G. (2017). Seamless language learning : Second language learning with social media. Media Education Research Journal |, 25(50), 9–20.
  • Yaman, İ. (2018). 2006 ve 2018 İngilizce öğretmenliği lisans programları üzerine karşılaştırmalı bir değerlendirme. EKEV Akademi Dergisi, 76(22), 149–164.
  • Young, S. (2006). Student Views of Effective Online Teaching in Higher Education. American Journal of Distance Education, 20(2), 65–77.
  • Yuce, E. (2019). Possible problems in online foreign language teaching at a university context. International Journal of Curriculum and Instruction, 11(2), 75–86.

Online Learning Experiences of University Students and the Effects of Online Learning on their Learning Practices

Year 2020, Volume: 2 Issue: 1, 44 - 58, 01.06.2020

Ali Erarslan , Abdullah Arslan

Abstract

Online education has become an indispensable part of modern education all over the world especially in the last 20 years. One of the fields where teaching through online education has been popular and widespread is foreign language teaching. Thus, the pre-service English language teachers’ online learning experiences in their departments can be significant for both their future teaching practices and teacher education in designing and implementing the online courses for students studying in English language teaching (henceforth ELT) departments. To this end, this study aimed at understanding ELT students’ online learning experiences in online courses delivered asynchronously either as supplementary to face-to-face courses or through content that is directly delivered online independent of face-to-face courses. Apart from figuring out learners’ opinions about online learning, the effects of their online learning experiences on their study practices were scrutinized throughout the study. Designed as a qualitative study, the data were collected from 41 ELT department students in a state university and analyzed qualitatively based on identifying common themes and categories. The findings of the study showed that students held both positive and negative opinions regarding online learning. Additionally, it was found that online learning contributed to students in terms of gaining e-autonomous study skills.

Keywords

English language teaching online learning asynchronous learning e-autonomy

References

  • Abney, A. K., Cook, L. A., Fox, A. K., & Stevens, J. (2018). Intercollegiate social media education ecosystem. Journal of Marketing Education. 41(3), 254 - 269.
  • Arkorful, V., & Abaidoo, N. (2014). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Education and Research, 12(2), 397–410.
  • Asiksoy, G. (2018). ELT students’ attitudes and awareness towards the use of Web 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240–251.
  • Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093–1106.
  • Berge, Z. L. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education, 14(1), 374–388.
  • Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19–35.
  • Brick, B. (2012). The role of social networking sites for language learning in UK higher education. International Journal of Computer-Assisted Language Learning and Teaching, 2(3), 35–53.
  • Chawinga, W. D. (2017). Taking social media to a university classroom: teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(3), 1–19.
  • Costley, A., & Lange, C. (2018). The moderating effects of group work on the relationship between motivation and cognitive load. International Review of Research in Open and Distributed Learning, 19(1), 1-23.
  • Crystal, D. (2003). English as a global language. Cambridge University Press (Second Edi). Cambridge University Press.
  • Duncan, H., & Barnett, J. (2009). Learning to teach online: What works for pre-service teachers. Journal of Educational Computing Research, 40(3), 357–376.
  • Faizi, R., Afia, A. El, & Chiheb, R. (2013). Exploring the potential benefits of using social media in education. International Journal of Engineering, 3(4), 50 - 53.
  • Foo, S. Y., & Hussain, R. M. R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia - Social and Behavioral Sciences, 9, 1913–1917.
  • Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30.
  • Gluchmanova, M. (2015). Application of e-learning in foreign language teaching at the technical university. Procedia - Social and Behavioral Sciences, 174, 3144–3149.
  • Godwin-Jones, R. (2017). Emerging technologies: Smartphones and language learning. Language Learning & Technology, 21(2), 3–17.
  • Guan, S. (2014). Internet-based technology use in second language learning: A systematic review. International Journal of Cyber Behavior, Psychology and Learning, 4(4), 69–81.
  • Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313.
  • Jabeen, S. S., & Thomas, A. J. (2015). Effectiveness of online language learning. Proceedings of the World Congress on Engineering and Computer Science, 1, 1-5.
  • Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1–11.
  • Kern, N. (2013). Innovations in learning technologies for English language teaching. In G. Motteram (Ed.), Innovations in learning technologies for English language teaching (pp. 45–66). British Council.
  • Kirkan, B., & Kalelioglu, F. (2017). Türkiye’de uzaktan eğitim merkezlerinin durumu: Betimsel bir çalışma. Journal of Instructional Technologies & Teacher Education JITTE, 6(3), 88–98.
  • Lekawael, R. F. J. (2017). The impact of smartphone and internet usage on English language learning. English Review: Journal of English Education, 5(2), 255–262.
  • Luo, T. (2013). Web 2.0 for language learning: Benefits and challenges for educators. International Journal of Computer-Assisted Language Learning and Teaching, 3(3), 1–17.
  • Manca, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers and Education, 95, 216–230.
  • McCarroll, N., & Curran, K. (2013). Social networking in education. International Journal of Innovation in the Digital Economy, 4(1), 1–16.
  • Mohammadi, N., Ghorbani, V., & Hamidi, F. (2011). Effects of e-learning on language learning. Procedia Computer Science, 3, 464–468.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Students barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.
  • Pielot, M., Church, K., & De Oliveira, R. (2014). An in-situ study of mobile phone notifications. MobileHCI 2014 - Proceedings of the 16th ACM International Conference on Human-Computer Interaction with Mobile Devices and Services, 233–242.
  • Sahin, A. (2014). The Role of Information and Communication Technologies in schools: Perspectives of teachers. International Journal of Academic Research in Progressive Education and Development, 3(2), 112–124.
  • Salamat, L., Ahmad, G., Bakht, M. I., & Saifi, I. L. (2018). Effects of e-learning on students’ academic learning at university level. Asian Innovative Journal of Social Sciences & Humanities (AIJSSH), 2(2), 1–12.
  • Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190.
  • Tamayo-Maggi, M. R., & Cajas-Quishpe, D. C. (2020). Students´ perceptions towards learning English online: An exploratory study at a Language Centre of an Ecuadorian University Percepciones. Dominio de Las Ciencias, 6(2), 659–675.
  • Taskiran, A., Gumusoglu, E. K., & Aydin, B. (2018). Fostering foreign language learning with Twitter: Reflections from English learners. Turkish Online Journal of Distance Education, 19(1), 100–116.
  • Tiryakioglu, F., & Erzurum, F. (2011). Use of social networks as an educational tool. Contemporary Educational Technology, 2(2), 135–150.
  • Wang, Y., & Sun, C. (2001). Internet-based real time language education : Towards a fourth generation distance education. CALICO Journal, 18(3), 539–561.
  • West, R., Güven, A., Parry, J., Ergenekon, T., Aşık, G., Aydın, İ., & Başıhoş, S. (2015). The state of English in higher education in Turkey: A baseline study. In British Council & TEPAV.
  • Wong, L.-H., Chai, C. S., & Poh Aw, G. (2017). Seamless language learning : Second language learning with social media. Media Education Research Journal |, 25(50), 9–20.
  • Yaman, İ. (2018). 2006 ve 2018 İngilizce öğretmenliği lisans programları üzerine karşılaştırmalı bir değerlendirme. EKEV Akademi Dergisi, 76(22), 149–164.
  • Young, S. (2006). Student Views of Effective Online Teaching in Higher Education. American Journal of Distance Education, 20(2), 65–77.
  • Yuce, E. (2019). Possible problems in online foreign language teaching at a university context. International Journal of Curriculum and Instruction, 11(2), 75–86.
There are 41 citations in total.

Details

Primary Language English
Subjects Language Studies, Other Fields of Education
Journal Section Original Article
Authors

Ali Erarslan 0000-0003-2536-6044

Abdullah Arslan 0000-0002-3979-6371

Publication Date June 1, 2020
Published in Issue Year 2020 Volume: 2 Issue: 1

Cite

APA Erarslan, A., & Arslan, A. (2020). Online Learning Experiences of University Students and the Effects of Online Learning on their Learning Practices. Language and Technology, 2(1), 44-58.

Language and Technology