Abstract
In many countries, such as in Turkey, distance education and e-language learning programs have been commonly used in teaching English as well as in other areas of education. However, the effectiveness of these language programs is closely linked with the conditions in the local context. Therefore, their effectiveness needs to be investigated considering the specific conditions where such programs are offered. In line with this idea, this study examines how e-language learning programs are perceived by the learners and the extent to which learners think these programs contribute to their language learning. To this end, questionnaires were administered and semi-structured interviews were held with students enrolled in e-language learning programs in Adana, Turkey. This paper presents the results and the implications reached.
Keywords: Distance education, e-language learning programs, student perception, local context.
1. Introduction
Over time, teaching methodologies, educational programs and materials go through changes due to innovative educational theories and improvements in technology. Web-based learning, the use of CD-ROMs and interactive computer programs are considered as the new forms of education of the future. Lately, in Turkey as in all over the world, distance education and e-learning programs have been commonly used in teaching English as well as in other areas of education. As distance education becomes more popular, teachers must consider students’ perceptions of e-language learning (Peters, 2001).
Much of the research focus in on-line education has been on technical characteristics, as stated by Russo and Benson (2005). The researchers further add that technology does not operate independently to create a learning environment. In addition to cognitive learning, another important indicator of distance learning success is affective learning, which represents the attitudes students develop about the course (p. 55). Thus, as Poulymenakou (2004) argues, it is critical that system designers assess the range of possible affective states that users may experience while interacting with the system. In addition to factors such as computer access, time constraints, individual computer skills and hardware issues (Peters, 2001), learner socio-cultural backgrounds, previous knowledge and learning experiences also contribute to their perceptions of the learning process (Elgort et al, 2003). In this regard, a detailed description of learners’ experiences from their own perspective takes significance (Son, 2007). Thus, this present study attempts to investigate learners’ perceptions of e-language learning program in the local context, however does not concentrate on technical issues and learner achievement
2. Purpose of the study
This study investigates how learners perceive e-language learning programs and the extent to which they think these programs contribute to their language learning. To this end, questionnaires were administered and semi-structured interviews were held with students enrolled in e-language learning programs in Adana, Turkey.
3. The study
3.1. Participants
The participants of this study were 138 students enrolled in e-language program at Cukurova University, Vocational School of Computer Technologies and Programming. Table 1 below presents characteristics of the participant students.
Table 1
Characteristics of the participants
Age range: 20-25
Gender: 48% male 52 % female
Language Learning Experience: 3-5 years
Computer Background: 5-10 years
Frequency of Computer Use: Almost every day
Main Purpose of Using Computers: 51% for study, 41% for work, 8 % for fun
Types of activities engaged in on the net: Getting information
Downloading Sending and receiving
e-mails
Chatting
3.2. Data collection tools
The study was designed to elicit answers to the following questions:
1. How do learners perceive e-language learning program?
2. To what extent do learners think the program contributes to their language learning?
To find answers to our questions, we first administered a questionnaire at the end of the academic year. It was adapted from the questionnaires developed by McVay Lynch (2001), Brush (2000), Kizlik (2001) and Step-Greany (2002) and contained 38 statements with which students were asked to indicate whether they agreed or disagreed. The questions were designed to elicit information on students’ perceptions in five categories: 1. students’ readiness for e-language learning, 2. students’ attitudes toward the e-language course offered, 3. students’ perception of e-language learning experience, 4. students’ thoughts on the contribution of the e-language course to their language learning, and 5. students’ views of on-line and traditional language courses. Descriptive statistics were used in order to report the results of the questionnaire.
Our second source of data was the interviews held with 48 volunteering students at the end of the academic year when they become available for the sit-down final exam. The interviews were recorded and then transcribed for content analysis. In the interviews, students were asked the following questions:
1. Did you enjoy the e-language learning program? If yes, what did you enjoy about it? If no, why didn’t you enjoy it?
2. Do you think that you benefited from this e-language learning course? If yes/in what ways, if not/why not?
3. In what ways do you think e-language learning is good or bad?
4. If you had the chance now, would you choose an e-language learning course or a traditional language classroom? State your reasons.
4. Results
4.1. Results of the questionnaire
The first part of the questionnaire assesses learners’ readiness to pursue on-line education courses. As Kizlik (2001) points out, in order to benefit from distance learning, one must have a mix of self confidence and the ability to seek, analyze, and synthesize appropriate information without constant face-to-face feedback. Parallel to this argument, we first aimed to find out whether our learners saw themselves ready for an on-line learning program. The students were asked to read the statements characterizing successful distance learners, and then respond either as ‘yes’ or ‘no’. Table 2 below presents the responses in percentages.
Table 2
Students’ readiness for on-line learning
Characteristics of good distance learners YES % NO %
Being comfortable on the net 72 28
Willingness to communicate on the net 61 39
Willingness to set time to study 65 35
On-line learning being equal in quality to traditional 67 33
Being self-disciplined 61 39
Being good at time management 76 24
Being able to set goals 75 25
Self responsible 78 22
Being good at problem solving 65 35
Being aware of how I can learn well 81 19
View of teacher as facilitator of learning 76 24
Ability to work with minimal support 34 66
Need for feedback 57 43
As the numbers suggest, the participating students not only found themselves comfortable but also willing to set time to communicate on the net. Moreover, the majority of the students reported that they possessed the skills required for being successful in a distance learning program. For example, 61% of the students said that they were self-disciplined. The percentage of students who believed that they were good at time management is 76. Similarly, it appears that 75 percent believed that were good at setting goals. Also 78% of the students deemed themselves responsible.
On the other hand, when they were asked to evaluate their ability to work with minimal support, more than half (66%) of the students confessed that they were not good at studying without support. Almost half of the students felt the need for feedback (43%). Despite the fact that students view the teacher as a facilitator of learning, their answers to the last two statements reveal a dependence on teachers’ support and feedback.
The second part of the questionnaire includes statements revealing students’ perception of e-language learning experiences. Students’ attitudes towards the e-language course were one of the issues surveyed in the questionnaire.
Table 3
Agree
% Disagree
%
The experience in e-language learning made this course interesting 71 29
I learned a lot from this e- language program 44 56
I enjoyed the e- language program 50 50
The e-language learning program was valuable for learning English 50 50
I feel that online delivery is a useful tool for learning English 52 48
I wanted to access the web site of the course outside the scheduled times 64 36
The learning environment was supportive for better language learning 50 50
The e- language course enhanced our language learning experience 46 54
There was less anxiety in e- language course as I worked by myself 50 50
Learning was fun with e-language course 58 42
Table 3 above shows that the most of the students found the experience in e-language learning program interesting and fun (71%), and wanted to access the web site of the course outside the scheduled meeting times (64). However, the learners were divided into half concerning the learning value, enjoyment, usefulness, supportiveness and enhancement of the program. Only the half of the students found the program valuable for learning English. Similarly, 48 percent of the students disagreed with the idea that online delivery is a useful tool for learning English. More than half (54%) of the students said that the on-line course did not enhance their language learning experience. We reached similar results when we asked the learners to evaluate the program for its contribution to language learning. Table 4 below shows students’ responses for this issue.
Table 4
Contribution of the program to language learning
Agree
% Disagree
%
I learned more English language skills than I would have learned in a regular English class 36 64
The information in the e- language course contributed greatly to my knowledge of English grammar and vocabulary 33 67
The activities I performed in the e-language course were relevant to my real life need in the English language 51 49
I had a tendency to forget information obtained from the net in the e- language course as opposed to published materials 57 43
I gained confidence in my ability to use English 44 56
It can be inferred from the students’ responses that there was an agreement among the learners when the success of the program in teaching English was questioned. Over sixty percentage of the participants stated that the program did not contribute to their language proficiency, neither in language skills nor in grammar and vocabulary. On the other hand, the participants were in disagreement regarding the language content of the program. While one half found the course language content relevant to their real life language needs, the other half did not. Another topic that was searched in the questionnaire was the role of teacher and peers in language learning. As the following table shows, the participants share similar views concerning the role of the teacher and peers in the process of language learning. Their view of teacher as facilitator of learning as expressed in the first part of the questionnaire was supported in the second part as well. The presence of the instructor was not thought as an important factor by 62 percent. In contrast, the presence of the other learners in the online sessions was reported as an important component contributing to their learning English.
Table 5
Role of teacher and peers in language learning
Agree
% Disagree
%
Once I learned how to do the activities, the presence of the instructors was not necessary 62 38
The presence of the other learners in the online sessions contributed to my learning English positively 65 35
Finally, the students were asked for their opinions concerning their preference between on-line and traditional language course. Table 6 below presents the students’ responses for their preferences.
Table 6
Preference between on-line and traditional language course
Agree
% Disagree
%
I would take another e-language course in English 52 48
If given a choice between a regular English class and e-language course, I would take e-language course 35 65
Traditional classes give a deeper understanding of language as opposed to e-language classes 64 36
It was hard for me to feel motivated enough to study in the e-language course 59 41
From their answers we can conclude that the participants would prefer a traditional language course to an e-language program. When asked, 65 percent of the students stated that they would not choose the e-language program if they were given a choice between a regular English class and on-line course, Sixty four percent of the students agreed that traditional classes give a deeper understanding of language as opposed to e-language classes.
4.2. Findings from the interviews
As mentioned above, part of our data came from the structured interviews held with the students (48) at the end of the academic year. Enjoyment factor was the first concern in the interviews. The majority (71%) of the respondents did not enjoy the course. Lack of opportunities for practice and face to face natural interaction, which in turn, leads to demotivation, having no feeling of ownership and class cohesion, unsatisfied needs for peer cooperation and group work, active involvement in activities and problems such as getting ready to start studying and maintaining concentration were the reasons given by students . Out of 48 students, only 14 said that they enjoyed the program as they liked computer work. Moreover, according to these students, the program provided them an opportunity for independent study and flexible hours. This feature of the program was very important to them as they had limited time for study.
Similar to their answers in the questionnaire, most of them (73%) said that they had not benefited from the program as they needed constant teacher support and guidance to be successful. The students believe that e-language course is good only for those with previous knowledge of English. This was supported by the fact that many forgot what they had learned in the e-language course. Thus, the e-language course was not helpful for retention either. Thirteen students thought the e-language course was useful for revising old knowledge.
With the respect to the query as to what they thought about the efficacy of e-language learning. According to the answers given, the program was good as it provided a variety of exercises and clear grammar explanations. Self-assessment part in the program was the other component which was thought as good. However, the students thought that the e-language learning was bad because it lacks motivation and interaction. Difficulty in maintaining self-discipline and concentration were the other problems encountered by the students. The students also complained about the limited opportunities for learning everyday English.
Finally, only six students out of 48 said that they would choose an e-language course rather than a traditional course. To these students, e-language program was practical and flexible as it is available all the time. The availability of immediate feedback and teacher support, opportunities for real communication, peer collaboration and possibility of group/pair work were the reasons why students declared they would choose traditional language classrooms. In summary, from the students’ responses it can be concluded that language learning programs that take place in front of the computer can not replace classroom based language learning successfully.
5. Discussion and conclusion
The effectiveness of distance or e-language programs is closely linked with the conditions in the local context. In a monolingual society, such as in Turkey, English is considered as course content rather than a medium for communication. Therefore, it would be almost impossible for learners to practice English outside the language classroom. On the other hand, language learning requires interaction among learners for target language production. However, this interaction in e-learning programs is limited to exchanging e-mails and sharing documents on the web without using language for real communicative purposes. Therefore, this form of learning may not fully meet the students’ academic, social and emotional learning needs. For this reason, language learning programs that take place in front of the computer may not successfully replace classroom based instruction.
Moreover, in the culture of traditional educational systems, which is also prevalent in Turkey, the teachers are placed in the center of the learning process, and the learners are used to being teacher-dependant. Considering these local contextual conditions and the learner profile, perhaps e-language learning in the absence of direct teacher guidance may lead to unsatisfactory learning results. To sum up, when designing such language programs, the local context should be taken into consideration and required modifications should be made towards a more learner-centered framework which would better match specific needs.
6. Implication of the study
Motivation and skills for self-regulated learning have an important role for success in distance education programs. Kizlik (2001) argues that those who profit most from distance education are those who have heightened senses of autonomy. However, according to Collis (in Elgort et al, 2003), students do not automatically have good study skills, discipline or motivation. Instructors need to create conditions to promote learner autonomy. Teachers may also need to make modifications to the e-language program considering their local context and the specific learner group they are teaching. As the roles of the instructors in distance learning classrooms are not the same as the roles in traditional classrooms (Beaudoin, 1990 in Inman et al, 1999), teachers in e-language programs should adopt a new role. This might require explicit teacher training.
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http://www.asian-efl-journal.com/Dec_2007_ji&gi.php
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