Oral Language Proficiency in Distance English-Language Learning

被引:10
|
作者
Marcum, Jared [1 ]
Kim, Yanghee [2 ]
机构
[1] Brigham Young Univ Hawaii, Religious Educ, Laie, HI 96762 USA
[2] Northern Illinois Univ, Educ Technol Res & Assessment, De Kalb, IL 60115 USA
来源
CALICO JOURNAL | 2020年 / 37卷 / 02期
关键词
DISTANCE ENGLISH-LANGUAGE LEARNING; ORAL PROFICIENCY; ONLINE ENGLISH-LANGUAGE LEARNING; INTERNATIONAL STUDENTS; CULTURE SHOCK; ONLINE; UNIVERSITIES; MOOCS;
D O I
10.1558/cj.37788
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Online learning environments are changing the landscape of education, with evidence supporting their efficacy. However, research that focuses entirely on online distance English-language programs is sparse, especially in regards to oral proficiency. The purpose of this study is to investigate the efficacy of an online distance-learning program in helping students develop oral English-language proficiency as they prepare to attend a university in the United States. The curriculum for the distance-learning program was built upon Moore's transactional distance theory, with an emphasis on interpersonal dialogue as a key tool in promoting oral proficiency. Students participated in synchronous and asynchronous interaction with fellow students, tutors, and their instructors. The American Council on the Teaching of Foreign Languages (ACTFL) computer-assisted Oral Proficiency Interview (OPIc) provided the pretest and posttest measures for this study. To supplement this data, course surveys provided information concerning student opinions of course activities. OPIc results showed that students made significant gains in their oral proficiency from pretest to posttest. In surveys, students rated interaction with other tutors and teachers as instrumental in assisting them with their language learning, but rated interaction with their peers as less helpful.
引用
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页码:148 / 168
页数:21
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