Communicative Values of Online Remote Learning for English Language Classes in Higher Education Context

Autor/inn/en	Chung, Ji Hye Jaime; Sasani, Simin
Titel	Communicative Values of Online Remote Learning for English Language Classes in Higher Education Context
Quelle	In: Journal of Classroom Interaction, 57 (2023) 1, S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Foreign Countries; Foreign Students; English Language Learners; English (Second Language); Second Language Instruction; College Students; Electronic Learning; Distance Education; Student Attitudes; Positive Attitudes; Teacher Student Relationship; Peer Relationship; Student Participation; Interaction; Student Motivation; Computer Mediated Communication; Interpersonal Relationship; China; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Distance study; Distance learning; Fernunterricht; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Schulische Motivation; Computerkonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Großbritannien
Abstract	This study aims to understand how pandemic-driven remote online education has shaped foreign language learning in higher education for English language learners. Group interviews and questionnaires were used to collect data from Chinese international students studying English at a UK-based university. The results revealed that these students perceived online learning to be an enjoyable experience with added benefits. Though the data elucidated the importance of bonded relationships among teachers and peers via direct face-to-face interaction, online classes provided a relaxed environment for students to participate more. Despite the deficiency of direct interaction and communication with classmates and teachers, students' motivation level did not decrease. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01