A Study on EFL Students' Use of E-Learning Programs for Learning English--Taking a Taiwanese University as an Example

Autor/in	Soong, Darcy
Titel	A Study on EFL Students' Use of E-Learning Programs for Learning English--Taking a Taiwanese University as an Example
Quelle	In: English Language Teaching, 5 (2012) 4, S.87-95 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Educational Technology; Technology Uses in Education; College Students; Teaching Methods; Electronic Learning; Qualitative Research; Statistical Analysis; Questionnaires; Student Surveys; Interviews; College Faculty; Taiwan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Fragebogen; Schülerbefragung; Interviewing; Interviewtechnik; Fakultät
Abstract	With its characteristics of repeated practice and easy review, e-Learning programs have been hailed as an effective way for learning foreign languages nowadays. Supported by ICT (Information & Communication Technology), e-Learning offers students self-paced learning whereby learners can control their schedules and it is presumed to be a round-the-clock teaching aid to EFL students. As many scholars anticipate that e-Learning will become a future trend in EFL, more and more higher education institutions are investing money on English e-Learning programs in the hope that students' English proficiency will be further upgraded by using the ubiquitous system. After investigating students' frequency of using English e-learning programs in a local university in Taipei, the author argues in this paper that e-Learning programs do not benefit EFL students to the degree as we anticipated given the fact that cold technology and machines can never successfully become a "facilitator" that should be played by a teacher. (Harmer, 2000) After all, technology can never take the place of the teacher, who is thought to be the most crucial element of any teaching activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01