Learner perspectives on fully online language learning |
| |
| Authors: | Susan Y H Sun |
| |
| Institution: | School of Language and Culture, Auckland University of Technology, Auckland, New Zealand |
| |
| Abstract: | This study builds on this author’s 2011 article in which the author reflects on the pedagogical challenges and resultant changes made while teaching two fully online foreign language papers over a four-year period (Y. H. S. Sun (2011). Online language teaching: The pedagogical challenges. Knowledge Management &; E-Learning: An International Journal, 3, 428–447). Drawing on current literature, the present study surveyed learners (n?=?46) in an attempt to investigate the difficulties that confronted them and the ways they had adapted to fully online learning. The quantitative and qualitative data obtained from a questionnaire were integrated and analyzed with an inductive method. Results identified six major difficulties: (1) following the schedule and studying regularly, (2) getting hold of classmates and finding suitable time to work together, (3) pairing/teaming up and working collaboratively, (4) ensuring constant engagement with the class, (5) keeping self-motivated and being a self-directed learner, and (6) socializing. |
| |
| Keywords: | online learning online language learning online participation collaborative learning online learning strategies |
|
|
