A mixed-methods study of online learning in the EFL classroom

Vista sencilla de ítem
dc.contributor.authorGirón-García, Carolinaes_ES
dc.contributor.authorBoghiu-Balaur, Sorinaes_ES
dc.contributor.funderUniversitat Jaume Ies_ES
dc.date.accessioned2021-07-12T07:25:14Z
dc.date.available2021-07-12T07:25:14Z
dc.date.issued2021-07-08
dc.description.abstract[EN] The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. en_EN
dc.description.accrualMethodOJSes_ES
dc.description.bibliographicCitationGirón-García, C.; Boghiu-Balaur, S. (2021). A mixed-methods study of online learning in the EFL classroom. Revista de Lingüística y Lenguas Aplicadas. 16(1):95-122. https://doi.org/10.4995/rlyla.2021.13950es_ES
dc.description.issue1es_ES
dc.description.referencesAppleton, J. J., Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386, https://doi.org/10.1002/pits.20303es_ES
dc.description.referencesBedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O. & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities. Australasian Journal of Educational Technology, 126-150, https://doi.org/10.14742/ajet.5477es_ES
dc.description.referencesBond M., Buntins K., Bedenlier S., Zawacki-Richter O. & Kerres M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education 17:2, 1-30, https://doi.org/10.1186/s41239-019-0176-8es_ES
dc.description.referencesBrinton, D.M. & Snow, M. A. (2017). The evolving architecture of content-based instruction. In M.A. Snow & D.M. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 2-20). Ann Arbor: University of Michigan Press.es_ES
dc.description.referencesClark R. C. & Mayer R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Hoboken, NJ: John Wiley & Sons. https://doi.org/10.1002/9781119239086es_ES
dc.description.referencesCreswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.es_ES
dc.description.referencesDennis, A. R., Abaci, S., Morrone, A. S., Plaskoff, J. & McNamara, K. O. (2016). Effects of e-textbook instructor annotations on learner performance. Journal of Computing in Higher Education, 28(2), 221-235, https://doi.org/10.1007/s12528-016-9109-xes_ES
dc.description.referencesDodge, B. (2001). FOCUS: Five rules for writing a great WebQuest. Learning & Leading with Technology, 28(8), 6-9, 58.es_ES
dc.description.referencesDunn, T.J. & Kennedy, M. (2019). Technology enhanced learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137. pp. 104-137. ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2019.04.004es_ES
dc.description.referencesFincham, D. (2013). Introducing online learning in higher education: An evaluation. Creative Education, 4(9), 540-548, https://doi.org/10.4236/ce.2013.49079es_ES
dc.description.referencesGimeno Sanz, A.M. (2014). Fostering Learning Autonomy in Technology-Enhanced ESP Courses. In: E. Bárcena, T. Read & J. Arús (eds.), Languages for Specific Purposes in the Digital Era, pp. 27-44. Cham: Springer. https://doi.org/10.1007/978-3-319-02222-2_2es_ES
dc.description.referencesGirón-García. C. (2013). Learning Styles and Reading Modes in the Development of Language Learning Autonomy through 'Cybertasks'. ISBN 978-84-695-9179-6. Barcelona. Ed. Universitat Jaume I. http://hdl.handle.net/10803/125440es_ES
dc.description.referencesGirón-García, C. & Silvestre-López, A.J. (2019). Students' self-perception of motivation regarding a Cybertask integrating different types of online resources in the ESP classroom. International Academy of Technology, Education and Development (IATED). pp. 4120-4126. ISSN: 2340-1079. https://doi.org/10.21125/inted.2019.1032es_ES
dc.description.referencesGoh, F. C., Leong, M. C., Kasmin, K., Hii, K. P. & Tan, K. O. (2017). Students' experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2), 117-128, https://doi.org/10.20368/1971-8829/1298es_ES
dc.description.referencesGonzález-Lloret, M. (2016). A Practical Guide to Integrating Technology into Task-based Language Teaching. Washington D.C. Georgetown University Press. https://doi.org/10.1007/978-3-319-02328-1_16-1es_ES
dc.description.referencesGonzález-Vera, P. (2016). The e-generation: the use of technology for foreign language learning. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era (pp. 51-61). Dublin: Research-publishing.es_ES
dc.description.referencesHinkelman, D. (2018). Blending technologies in second language classroom. https://doi.org/10.1057/978-1-137-53686-0es_ES
dc.description.referencesHughes, A. (2003). Testing for Language Teachers (2nd Ed.) Cambridge: Cambridge University Press, ISBN: 0521484952 (paperback).es_ES
dc.description.referencesKeller, J. M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum.es_ES
dc.description.referencesKim, H.J., Hong, A.J. & Song, H. (2019). The roles of academic engagement and digital readiness in students' achievements in university e-learning environments. International Journal of Educational Technology in Higher Education 16:21, 1-18, https://doi.org/10.1186/s41239-019-0152-3es_ES
dc.description.referencesKizilcec, R. F., Piech, C. & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170-179). Leuven, Belgium: (LAK' 13) Association for Computing Machinery, New York. https://doi.org/10.1145/2460296.2460330es_ES
dc.description.referencesKokoç, M., Ilgaz, H. & Altun, A. (2020). Individual cognitive differences and student engagement in video lectures and e-learning environments. In E. Alqurashi (Ed.), Handbook of Research on Fostering Student Engagement with Instructional Technology in Higher Education (pp. 78-93). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch005es_ES
dc.description.referencesKrahnke, K. (1987). Approaches to Syllabus Design for Foreign Language Teaching, Language in Education: Theory and Practice, No. 67. [Washington, D.C.] Distributed by ERIC Clearinghouse, 1987, 105 p. Available at https://eric.ed.gov/?id=ED283385es_ES
dc.description.referencesKrause, K-L. (2005). Understanding and promoting student engagement in university learning communities. Centre for the Study of Higher Education: University of Melbourne. Engaged, inert or otherwise occupied? Deconstructing the 21st century undergraduate student at the James Cook University Symposium 2005, Sharing Scholarship in Learning and Teaching: Engaging Students, James Cook University, Townsville/Cairns, Queensland, 21-22 September 2005.es_ES
dc.description.referencesLei, H., Cui, Y. & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: An international journal, 46(3), 517-528, https://doi.org/10.2224/sbp.7054es_ES
dc.description.referencesLevitt, R. & Piro, J. M. (2016). Innovation in education through web-based instruction: Digital and cross-platform storytelling. In M. Raisinghani (Ed.), Revolutionizing Education through Web-Based Instruction (pp. 131-144). Hershey, PA: IGI Global, https://doi.org/10.4018/978-1-4666-9932-8.ch008es_ES
dc.description.referencesLightbown, P. M. (2014). Focus on Content-Based Language Teaching. Oxford: Oxford University Press.es_ES
dc.description.referencesLong, M. H. (2016). In defense of Tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5-33. Cambridge University Press, https://doi.org/10.1017/S0267190515000057es_ES
dc.description.referencesLuzón, M.J, Ruiz-Madrid, M.N. & Villanueva, M.L. (Eds.) (2010). Digital genres, new literacies and autonomy in language learning. Newcastle-upon-Tyne: Cambridge Scholars Publishing.es_ES
dc.description.referencesLyster, R. (2018). Content-Based language teaching. New York: Routledge, https://doi.org/10.4324/9781315103037es_ES
dc.description.referencesMcLaughlin, M., McGrath, D. J., Burian-Fitzgerald, M. A., Lanahan, L., Scotchmer, M., Enyeart, C. & Salganik, L. (2005). Student content engagement as a construct for the çmeasurement of effective classroom instruction and teacher knowledge. Washington, DC: American Institutes for Research. Available at http://www.air.org/files/AERA2005Student_Content_Engagement11.pdf https://doi.org/10.1037/e539752012-001es_ES
dc.description.referencesMartin, F. & Bolliger, D. (2018). Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205-222, https://doi.org/10.24059/olj.v22i1.1092es_ES
dc.description.referencesNavarro-Coy, M. & Silvestre-López, A.J. (2010). The CIBERTAAAL Project: Helping Students Become Wreaders. In Digital genres, new literacies and autonomy in language learning. Luzón, M.J, Ruiz-Madrid, M.N., & Villanueva, M.L. (Ed.) (pp. 101-125) Newcastle-upon-Tyne: Cambridge Scholars Publishing.es_ES
dc.description.referencesPerea-Barberá, M.D., & Bocanegra-Valle, A. (2014). Promoting Specialised Vocabulary Learning Through ComputerAssisted Instruction. E. Bárcena, T. Read & J. Arús (eds.), Languages for Specific Purposes in the Digital Era, pp. 129-154. Cham: Springer https://doi.org/10.1007/978-3-319-02222-2_7es_ES
dc.description.referencesPrensky, M. (2001). Digital natives, digital immigrants Part 1. On the horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816es_ES
dc.description.referencesPrensky, M. (2017). The changing ends and paradigm for education in the World. WISE Education Review, 1, 1-3.es_ES
dc.description.referencesReaburn, P., Muldoon, N. & Bookallil, C. (2009). Blended spaces, work based learning and constructive alignment: Impacts on student engagement. In Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009 (pp. 820-831).es_ES
dc.description.referencesRichards, Jack. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.es_ES
dc.description.referencesRichards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. New York: Cambridge University Press, https://doi.org/10.1017/CBO9780511667305.021es_ES
dc.description.referencesRichards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge university press.es_ES
dc.description.referencesRichards, J. & Schmidt, R. (2010). Longman Dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education Limited).es_ES
dc.description.referencesRovai, A. P., Ponton, M. K., Wighting, M. J. & Baker, J. D. (2007). A comparative analysis of student motivation in traditional classroom and e-learning courses. International Journal on E-Learning, 6, 413- 432.es_ES
dc.description.referencesRoss, B., Pechenkina, E., Aeschliman, C. & Chase, A.-M. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology, 25, https://doi.org/10.25304/rlt.v25.1976es_ES
dc.description.referencesSokolik M. E. (2014). Digital technology in language teaching. In M. Celce-Murcia, D.M. Brinton & M.A. Snow (Eds.), Teaching English as a second or foreign language pp.409-422) (4th ed.). Boston, MA: National Geographic Learning/ Heinle Cengage Learning.es_ES
dc.description.referencesStryker, S. & Leaver, B. (1997). Content-Based Instruction in Foreign Language Education: Models and Methods. Washington, DC: Georgetown University Press.es_ES
dc.description.referencesSuárez-Vilagran, M.D.M.S. (2012). Learner autonomy in e-portfolios: from ambitious learning objectives to downto-earth outcomes. Revista del Congrés Internacional de Docència Universitària i Innovació, 1/1.es_ES
dc.description.referencesTaillefer, L. (2018). A Business English Course in the Digital Era: Design and Analysis. R. Muñoz-Luna & L. Taillefer (eds.), Integrating Information and Communication Technologies in English for Specific Purposes, pp. 165- 182. Cham: Springer https://doi.org/10.1007/978-3-319-68926-5_11es_ES
dc.description.referencesTavakoli H., Lotfi A. R., Biria R. & Wang S. (Reviewing editor) (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6:1, https://doi.org/10.1080/2331186X.2019.1580916es_ES
dc.description.referencesTeddlie, C., & Tashakkori, A. (2009). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Sage, London.es_ES
dc.description.referencesUNESCO (2016). Futures for ICT and higher education: Changes due to the use of open content. Retrieved from: https://iite.unesco.org/publications/3214745/es_ES
dc.description.referencesUshioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49 (4), pp. 564-577, https://doi.org/10.1017/S0261444816000173es_ES
dc.description.referencesVanichvasin, P. (2019). Effects of Content-Based Instruction on English language performance of Thai undergraduate students in a non-English program. English Language Teaching, 12:8, pp.20-29, 10 pp. https://doi.org/10.5539/elt.v12n8p20es_ES
dc.description.referencesYu, W. & Du, X. (2019). Implementation of a blended learning model in Content- Based EFL curriculum. International Journal Of Emerging Technologies In Learning (IJET), 14(05), pp. 188-199, Kassel, Germany: International Association of Online Engineering, Available at https://www.learntechlib.org/p/208407/ https://doi.org/10.3991/ijet.v14i05.8546es_ES
dc.description.sponsorshipThis study was supported financially by the following Action Research Projects carried out at Universitat Jaume I: “Innovació educativa i interdisciplinarietat: ensenyament de l’anglès a l’aula universitària amb l’aplicació d’una “Lesson” integrada a la plataforma Moodle” (3820/20), “Disseny d’entrades en diccionaris online d’especialitat per a l’ensenyament de AFE” (3860/20), “Aprofitament de la ferramenta “Google Sites” per a l’ensenyament de l’anglès a l’aula universitària: Desenvolupament de l’aprenentatge autònom dins del context de la COVID-19” (3949/21), “Creació d’una base de dades multinivell per a secundar el desenvolupament de la competència escrita a l’estudiantat del Grau en Estudis Anglesos” (3975/21) The research conducted in this article is also part of the following Research Project carried out at Universitat Jaume I: UJI-B2018-59.es_ES
dc.description.upvformatpfin122es_ES
dc.description.upvformatpinicio95es_ES
dc.description.volume16es_ES
dc.identifier.doi10.4995/rlyla.2021.13950
dc.identifier.eissn1886-6298
dc.identifier.issn1886-2438
dc.identifier.urihttps://riunet.upv.es/handle/10251/169081
dc.languageIngléses_ES
dc.publisherUniversitat Politècnica de Valènciaes_ES
dc.relation.ispartofRevista de Lingüística y Lenguas Aplicadases_ES
dc.relation.pasarelaOJS\13950es_ES
dc.relation.projectIDinfo:eu-repo/grantAgreement/UJI//3820%2F20/es_ES
dc.relation.projectIDinfo:eu-repo/grantAgreement/UJI//3949%2F21/es_ES
dc.relation.projectIDinfo:eu-repo/grantAgreement/UJI//3975%2F21/es_ES
dc.relation.publisherversionhttps://doi.org/10.4995/rlyla.2021.13950es_ES
dc.relation.references10.1002/pits.20303es_ES
dc.relation.references10.14742/ajet.5477es_ES
dc.relation.references10.1186/s41239-019-0176-8es_ES
dc.relation.references10.1002/9781119239086es_ES
dc.relation.references10.1007/s12528-016-9109-xes_ES
dc.relation.references10.1016/j.compedu.2019.04.004es_ES
dc.relation.references10.4236/ce.2013.49079es_ES
dc.relation.references10.1007/978-3-319-02222-2_2es_ES
dc.relation.references10.21125/inted.2019.1032es_ES
dc.relation.references10.1007/978-3-319-02328-1_16-1es_ES
dc.relation.references10.1057/978-1-137-53686-0es_ES
dc.relation.references10.1186/s41239-019-0152-3es_ES
dc.relation.references10.1145/2460296.2460330es_ES
dc.relation.references10.4018/978-1-7998-0119-1.ch005es_ES
dc.relation.references10.2224/sbp.7054es_ES
dc.relation.references10.4018/978-1-4666-9932-8.ch008es_ES
dc.relation.references10.1017/S0267190515000057es_ES
dc.relation.references10.4324/9781315103037es_ES
dc.relation.references10.1037/e539752012-001es_ES
dc.relation.references10.24059/olj.v22i1.1092es_ES
dc.relation.references10.1007/978-3-319-02222-2_7es_ES
dc.relation.references10.1108/10748120110424816es_ES
dc.relation.references10.1017/CBO9780511667305.021es_ES
dc.relation.references10.25304/rlt.v25.1976es_ES
dc.relation.references10.1007/978-3-319-68926-5_11es_ES
dc.relation.references10.1080/2331186X.2019.1580916es_ES
dc.relation.references10.1017/S0261444816000173es_ES
dc.relation.references10.5539/elt.v12n8p20es_ES
dc.relation.references10.3991/ijet.v14i05.8546es_ES
dc.rightsReconocimiento - No comercial - Sin obra derivada (by-nc-nd)es_ES
dc.rights.accessRightsAbiertoes_ES
dc.subjectContent-based instructiones_ES
dc.subjectTask-based language teachinges_ES
dc.subjectInformation and communication technologieses_ES
dc.subjectCybertaskes_ES
dc.subjectStudents’ perceptionses_ES
dc.titleA mixed-methods study of online learning in the EFL classroomes_ES
dc.typeArtículoes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dspace.entity.typePublication
upv.uuid5b775fa4-98fb-4e71-8aee-65ce56e2eca1es_ES

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Giron-GarciaBoghiu-Balaur - A mixed-methods study of online learning in the EFL classroom.pdf
Tamaño:
6.79 MB
Formato:
Adobe Portable Document Format
Descripción:
Versión editorial
[object Object] Descargar

Colecciones

Revista de Lingüística y Lenguas Aplicadas- Vol. 16 (2021)