The Impact of On-line Teaching Practices On Young EFL Learners' Instruction Dr. Trisevgeni Liontou RHODES MAY 28-31 2015

Presentation outline Literature review Aim of the research Research Questions Research Methodology Findings Concluding remarks

Literature review The Internet has significantly changed how we communicate with one another as well as how we access, share and facilitate information (McIntyre et al., 2014: 2) Understanding the place of online learning in digitally facilitated social interaction, professional practice and education is becoming increasingly important (Greenfield, 2003).

Literature review The issue is no longer one of how to use technology to teach, but one where teachers acknowledge the way the world is already developing, and understand the significance of online literacy and the role that collaboration and online engagement plays in student learning and their future workplace environment (Warschauer & Healey, 1998: 58).

Literature review CALL is a tool that enhances learner-learner interaction (Furstenberg, 1997). CALL can help learners use language in authentic situations (Warschauer, 1997). CALL can promote socialization and communication among learners (Kelm, 1998).

Literature review To address concerns on the integration of CALL into ESL/EFL curricula, Gillespie and McKee (1999) suggest it is necessary to judge the success of CALL by investigating, amongst other things, students’ attitude toward its effectiveness.

Literature review Lasagabaster and Sierra (2003) also express the belief that researchers should take students’ opinions into consideration when CALL programs are evaluated, since students are potential contributors to the development of their language learning tools.

Aim of the research Adopt a blended teaching approach based on designing and implementing an online EFL course to be used by students aged 13-14 years old along their more traditional face-to-face lessons. Ultimate purpose: increase EFL learners’ engagement and motivation through their exposure to authentic material and participation in real-life tasks

Research questions What is the general attitude of intermediate Greek learners of English towards the use of computer-assisted language learning (CALL) in their language instruction lessons? What is their attitude towards using CALL for enhancing their EFL reading comprehension competence? Is there a significant improvement in intermediate EFL learners’ reading comprehension competence after attending a one-year online EFL reading course?

Research methodology 1. An on-line classroom with hand-outs, extra activities, resources and discussion groups for students to further develop their digital literacy along with their English language competence. 2. A wiki for students to make a contribution and post their own messages on a specific topic. 3. A series of Skype group discussions with invited external guest speakers. 4. A private YouTube space for students to upload their videos and watch relevant EFL material. 5. A CALL attitude questionnaire 6. 40 EFL students (signed parents’ consent form)

Research findings Data analysis of parallel pre- and post- achievement tests of English language reading comprehension competence. 800 multiple-choice reading comprehension questions from each test 40 EFL participants’ mean reading performance was significantly higher in the post-test (t=8.851, df=38, p=0.021).

Research findings Research findings indicate that open online access technologies gave intermediate EFL participants the opportunity to enhance their reading skills through their exposure to authentic on-line material that did NOT form part of their traditional classroom-based English language lessons.

CALL Attitude Questionnaire 1. I can access extra information more easily during an online class. 2. After taking an online EFL course, I know how to benefit from my PC to improve my English language competence. 3. An online class is a stress-free environment to learn English. 4. I can get more feedback in online classes. 5. An online course is an interesting way of learning English. 6. I benefit more from the group/pair work in an online class. 7. I feel comfortable enough to share my ideas in English during online classes. 8. I can practice all language skills in an online environment. 9. I know more about how to use computers after having taken an online EFL course. 10. I can understand everything we do in our online EFL class. adapted from Bulut & Abuseileek, 2006

CALL Attitude Questionnaire 11. It takes less time to explain something during an online EFL lesson. 12. I have become a better problem-solver after using the computer while learning English. 13. The online EFL course has helped me become an independent learner. 14. I do not have technical problems in using computers during online classes. 15. I prefer online to traditional face-to-face lessons for EFL classes. 16. It is easy to access the meaning of words (e.g., use online dictionaries, pictures) to help me understand what I read in my online EFL classes. 17. In EFL reading courses, listening to the written text helps me comprehend better. 18. I prefer to practice EFL reading comprehension via computers. 19. Reading via computers is more interesting when supported with visual information. 20. It is easier to go back and forth in the online text to find relationships among ideas in it. adapted from Bulut & Abuseileek, 2006

Table 1: EFL Learners’ General Attitude towards Online Classes Research Findings   Strongly disagree Disagree Not sure Agree Strongly agree Statements Freq. % Freq SD 01 1 2.5 4 10 14 35 20 50 .71 02 -- 2 5 6 15 22 55 25 .80 03 8 28 24 60 12.5 .62 04 11 27.5 3 7.5 18 45 .88 05 .92 06 13 32.5 07 70 .98 08 12 30 .72 09 7 17.5 16 40 .76 37.5 .64 .90 62.5 .82 Table 1: EFL Learners’ General Attitude towards Online Classes

Research Findings The majority of participants agreed (35%) or strongly agreed (50%) with Statement 1 (I can access extra information more easily during an online class.) and expressed a clear preference (Agree to Strongly Agree: 92.5%) for online classes to traditional ones (Statement 15: I prefer online to traditional face-to-face lessons for EFL classes.).

Table 2: EFL Learners’ Attitude towards Online Reading Classes Research Findings   Strongly disagree Disagree Not sure Agree Strongly agree Statements Freq. % Freq SD 16 1 2.5 4 10 28 70 6 15 .98 17 22 55 12 30 .80 18 2 5 8 20 14 35 25 .82 19 3 7.5 37.5 50 .88 13 32.5 .92 Table 2: EFL Learners’ Attitude towards Online Reading Classes

Research Findings Regarding learners’ attitudes towards the use of online classes for the development of their reading comprehension competence the highest frequency score was 70% (Agree) for Item 16 ‘It is easy to access the meaning of words (e.g., use online dictionaries, pictures) to help me understand what I read in my online EFL classes’ and Item 19 ‘Reading via computers is more interesting when supported with visual information’ (Strongly agree: 50%).

Concluding remarks Online class components were not designed around the tools, but rather served the learning objectives of the lesson. In this blended teaching approach face-to- face and online learning activities were relevant to and complemented one another.

Concluding remarks Careful planning is one of the most important components of teaching online, since a well- planned and carefully balanced online curriculum is much easier to manage, and greatly reduces the potential for frustration and confusion during students’ online learning process.

Thank you for your attention!