Internet-Based ESL for Distance Adult Students--A Framework for Dynamic Language Learning

Autor/in	Reynard, Ruth
Titel	Internet-Based ESL for Distance Adult Students--A Framework for Dynamic Language Learning
Quelle	In: Canadian Modern Language Review, 60 (2003) 2, S.123-143 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Distance Education; Adult Students; Internet; Online Courses; English (Second Language); Adult Education; Educational Technology; Second Language Learning; Student Characteristics; Teacher Student Relationship; Language Usage; Learning Strategies; Teacher Role; Teacher Attitudes; Foreign Countries; Educational Environment; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Online course; Online-Kurs; English as second language; English; Second Language; Englisch als Zweitsprache; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerrolle; Lehrerverhalten; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Computerkonferenz
Abstract	This research study investigated the potential of Internet technology to provide a dynamic and autonomous language-learning environment for adult distance language learners. The study focused on five essential characteristics of dynamic language learning and observed the online study activity of the students in relation to these. Learners were presented with various study resources and tools from which they could freely self-select as required. The lessons were constructed through a process of open dialogue and negotiation between students and teachers, integrating preset content with individualized assignments and actual language use. While students demonstrated an interest to explore and use the resources and tools, teachers found the environment to be overwhelming. Therefore, while student activity was tracked, teacher intervention was random and ineffective. Challenging the existing approach and mindset of teachers was difficult. (Contains 2 figures, 9 tables and 4 notes.) (Author).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.com/cmlr/cmlr.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10