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INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH

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Liontou T.

Teaching English with Technology

2015

vol. 15

issue 2

81-93

This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the curriculum was to increase EFL learners’ engagement and motivation through their exposure to authentic online material and participation in a variety of reading, writing, speaking and listening tasks. Data analysis of pre- and post-achievement tests on English language reading comprehension performance along with students’ Computer-Assisted Language Learning (CALL) attitude questionnaire showed that participants generally had a positive attitude toward CALL. At the same time, open online access technologies gave them the opportunity to further develop their EFL reading comprehension skills. The paper concludes by highlighting the fact that online class components were not designed to fit the online tools into a task-based EFL lesson, but rather served the learning objectives of the actual lesson based on a blended teaching approach.

UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL

75%

Alfarwan S.

Teaching English with Technology

2019

vol. 19

issue 1

102-117

This study investigates the potential, in relation to learning and using English, which exists in the current access to and use of new technological devices by university students who are not native speakers of English. As an example case, the availability of a range of devices to 138 Saudi English and Business students at a Saudi university was ascertained through a survey, along with their current use both in general, and specifically involving English, both on and off campus. Students and teachers were also interviewed in order to illuminate the further enhancement of student use of their devices for English improvement. The findings indicate that a range of electronic devices, especially smart phones and laptops, are owned by, or to a lesser extent accessible in other ways to, students. English majors however far outstrip Business majors in access to and use of devices. A considerable proportion of use of devices, especially by English majors, is already English-related. On two measures, it is the smart phone which has the greatest potential for further exploitation in relation to English, followed by the laptop and tablet, and for English majors the TV. Based on teacher and student comments, recommendations are made for such English as a foreign language contexts as to how best to move forward to exploit this potential for both groups of students.

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2 Teaching English with Technology

1 Alfarwan S.

1 Liontou T.

1 2019

1 2015

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INTERMEDIATE GREEK EFL LEARNERS’ ATTITUDES TO ON-LINE TEACHING PRACTICES: A BLENDED TASK-BASED ENGLISH LANGUAGE LEARNING APPROACH

UNIVERSITY STUDENT ACCESS TO AND USE OF ELECTRONIC DEVICES: A LATENT ENGLISH LANGUAGE LEARNING POTENTIAL