The Views of Students Towards Foreign Language Literacy Through Synchronous Distance Education

Mustafa Dolmacı

Abstract


The process of education has been affected mostly by the COVD-19 pandemic process, and distance education methods are getting popular. In line with this situation, the aims of this study are to examine the opinions of prep-class university students on foreign language literacy via synchronous distance education during the COVID-19 pandemic process, to analyse their experiences, and to make forward-looking suggestions. This research has been designed as a case study which consisted of 78 university students (43 male, 35 female) studying at the preparatory classes comprised of different faculties of a state university in Turkey during 2019- 2020 academic year. The data of the study were collected with a questionnaire form consisting of open-ended questions. The data obtained from the research were subjected to content analysis, and the findings were supported by direct quotations from students’ statements. The results showed that comfortable learning atmosphere at home and easy time management are appreciated whereas technical problems and distraction factors affect learning process negatively. Practical applications like online dictionaries increase motivation and transform learning process into a fun activity. On the other hand, decreased participation and lack of face-to-face language practice opportunities cause low motivation and affect the language learning process adversely. In terms of acquiring language skills, it has been found out that SDE slows down skill training, time allocated for speaking practice is not sufficient, and traditional teaching methods are preferred; however, reading is thought to be relatively more appropriate for SDE compared to other language skills. Last but not least another positive finding of the study is that lecturers’ time management skills, professional knowledge, and technological competence are appreciated by the students.

Keywords


Synchronous Distance Education, Distance Education, Skill Training, Prep Class University Students, Foreign Language Literacy

Full Text:

PDF

References


Anastasiades, P. S., Filippousis, G., Karvunis, L., Siakas, S., Tomazinakis, A., Giza, P., & Mastoraki, H. (2010). Interactive videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece. Computers & Education, 54(2), 321-339. https://doi.org/10.1016/j.compedu.2009.08.016

Barbour, M.K. (2012). Training Teachers for a Virtual School System: A Call to Action.I In D. Polly, C. Mims and K. Persichitte (Eds.), Creating Technology-Rich Teacher Education Programs (pp. 499-517), IGI Global. https://doi.org/10.4018/978-1-4666-0014-0.ch032

Benshoff, J. M. & Gibbons, M. (2011). Bringing life to e-learning: incorporating a synchronous approach to online teaching in counselor education. The Professional Counselor, 1(1), 21-28. https://doi.org/10.15241/jmb.1.1.21

Bounik, D. & Marcus, T. (2006). Interaction in distance-learning courses. Journal of the American Society for Information Science and Technology, 57(3), 299–305. https://doi.org/10.1002/asi.20277

Cao, Q., Griffin, T. E., & Bai, X. (2009). The importance of synchronous interaction for student satisfaction with course web sites. Journal of Information Systems Education, 20(3), 331– 338.

Chapman, A. D. (1996). Using ınteractive video to teach learning theory to undergraduates: problems and benefits. Annual Meeting of the Mid-South Educational Research Association, Alabama.

Chen, P., Xiang, J., Sun, Y., Ban, Y., Chen, G., & Huang, R. (2014). Exploring students’ discussion in face to face and online synchronous learning. In: Chen G., Kumar V., Kinshuk, Huang R., Kong S. (Eds.). Emerging Issues in Smart Learning: Lecture Notes in Educational Technology. Springer. https://doi.org/10.1007/978-3-662-44188-6_26

Chen, P.S.D., Gonyea, R. & Kuh, G. (2008). Learning at a distance: engaged or not? Innovate: Journal of Online Education, 4(3).

Creswell, J. W. (2018). Research design: qualitative, quantitative and mixed methods. (5th edition). Thousand Oaks, CA: SAGE Publications, Inc.

Driscoll, M. (1999). Web-based training in the workplace. Adult Learning, 10(4), 21-25. https://doi.org/10.1177/104515959901000408

Falowo, R. O. (2007). Factors impeding implementation of web-based distance learning. AACE Journal, 15(3), 315-338.

Gillies, D. (2008). Student perspectives on video-conferencing in teacher education at a distance. Distance Education, 29(1), 107-118. https://doi.org/10.1080/01587910802004878

Harasim, L. (2000). Shift happens: online education as a new paradigm in learning. The Internet and Higher Education 3(1), 41-61. https://doi.org/10.1016/S1096-7516(00)00032-4

Hodges, H. Moore, S. Lockee, B. Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review.

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educase Quarterly, 4, 51-55

Kazmer, M. M. ve Xie, B. (2008). Qualitative interviewing in internet studies: playing with the media, playing with the method. Information, Community and Society, 11(2), 257-278. https://doi.org/10.1080/13691180801946333

Keegan, D. (1996). Foundations of distance education (3rd ed.). Routledge.

LaBonte, R., Crichton, S. & Allison, D. (2003). Moderating tips for synchronous learning using virtual classroom technologies. Odyssey Learning Systems Inc.

McBrien, J., Cheng, R., & Jones, P. (2009). Virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open And Distributed Learning, 10(3). https://doi.org/10.19173/irrodl.v10i3.605

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Boston, MA: Wadsworth Publishing.

Moore, J., Dickson-Deane, C. & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001

Norberg, A. (2012). Blended learning and new education logistics in Northern Sweden. In D. G. Oblinger (Ed.), Game changers: Education and information technologies (pp. 327–330). EDUCAUSE.

Passeini, K. & Granger, M. J. (2000). Developmental model for distance learning using the internet. Computer & Education, 34, 1-15. https://doi.org/10.1016/S0360-1315(99)00024-X

Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. (3rd edition). Thousand Oaks, CA: SAGE Publications, Inc.

Romiszowski, A. (2004). How’s the e-learning baby? Factors leading to success or failure of an educational technology ınnovation. Educational Technology, 44(1), 5-27.

Shi, S. & Morrow, B. V. (2006). E-conferencing for instruction: what works? Educause Quarterly, 29(4), 42-49.

Simonson, M., Smaldino, S. E., Albright, M. and Zvacek, S. (2012). Teaching and learning at a distance: foundations of distance education. Pearson Education

Skylar, A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.

Taylor, R. W. (2002). Pros and Cons of Online Learning - A Faculty Perspective. Journal of European Industrial Training, 26(1), 24-37. https://doi.org/10.1108/03090590210415876

Urdan, T. A. & Weggen, C.C. (2000). Corporate e-learning: exploring a new frontier. Wr Hambrecht & Co./Equity Research.

Wang, Y. & Sun, C. (2001). Internet-based real time language education: towards a fourth generation distance education. CALICO Journal, 18(3), 539-561. https://doi.org/10.1558/cj.v18i3.539-561

Wang, Y. & Chen, N. S. (2009). Criteria for evaluating synchronous learning management systems: arguments from the distance language classroom. Computer Assisted Language Learning, 22(1), 1-18. https://doi.org/10.1080/09588220802613773

Wang, Q., Quek, C. L. & Hu, X. (2017). Designing and improving a blended synchronous learning environment: an educational design research. International Review of Research in Open and Distributed Learning, 18(3), 99-118. https://doi.org/10.19173/irrodl.v18i3.3034

Weiler, S. C. (2012). Quality virtual instruction: the use of synchronous online activities to engage international students in meaningful learning. Journal of International Education and Leadership, 2(2), 1-8.

White, C. (2003). Language Learning in Distance Education. Cambridge: Cambridge University Press

White, C.P., Ramirez, R., Smith, J.G. & Plonowski L. (2010). Simultaneous delivery of a face-to-face course to on-campus and remote off-campus students. TechTrends, 54(4), 34-40. https://doi.org/10.1007/s11528-010-0418-z




DOI: https://doi.org/10.7575/aiac.ijels.v.9n.3p.92

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.