Nicky Hockly

Mohammad ALMALLAH

145394

There are some terms used interchangeably to refer to

the phenomenon of learning online:

E-Learning

Blended Learning

Hybrid or Mixed Learning

Web-enhanced Learning

Distance Learning

To distinguish between “blended learning”

(that is, language learning that includes both face-to-

face and online learning experiences),

and fully “online learning”

(that is, language learning that takes place 100 per cent

online).

(White,2006) highlighted the ‘evident shifts from a

concern with structural and organizational issues to

a focus on transactional issues associated with

teaching/learning opportunities within emerging

paradigms for distance language learning’

She identified four key ‘pedagogical’ themes that

emerged from research:

1. Course Development

2. Course Evaluation

3. Teaching Roles

4. Learner Support

In addition, White reviewed research into the

technologies used to deliver online language learning

and into ‘learner contributions’, that is, what distance

learners bring to the online learning experience .

Lamy (2014) reviews more recent research studies

in online and blended language learning (what she

refers to as ‘DCALL’: Distance Computer

Assisted Language Learning).

Lamy pointed out that the effects of multimodality

(the different ‘modes’ used for meaning-making in

digital communication, for example via audio,

visual, linguistic, or textual means) have been

explored in online language learning research

within the last ten years.

Online learning via networked computers has been

available since the early 1990s, coinciding with

increased access to hardware and to the internet.

A meta-study published in 2010 (Means, Yoyama,

Murphy, Bakia, and Jones 2010), found that a

blended approach was most effective in terms of

improved learning outcomes.

The debate (and research) has subsequently moved

away from the direct comparison between face-to-

face and online versions of a course—what Blake

(2009: 823) calls ‘the wrong research question’—

towards research into the specific affordances of

online (and blended) learning in specific contexts, in

other words, how to make online learning courses

more effective.

Another factor that has helped online learning

become mainstream is ‘the economic imperative’.

(many institutions viewed online courses as the ‘cheap

option’, in which large numbers of students can be

exposed to the same content with minimal teacher

support, and little or no investment in teacher training. )

Frequently offered by schools or universities.

Students are likely to be formally assessed for

credits or a qualification.

Usually include a focus on all four language skills

(reading, writing, listening, and speaking), as well

as on grammar and vocabulary.

Students work fully online and mainly in

asynchronous mode (that is, not in real time).

Computer-based online environments, such as Second

Life, or three-dimensional MMORPGs (Massively

Multiplayer Online Role-Playing Games)

Provide online spaces for formal and informal language

learning courses.

Learners who regularly took part in MMORPGs in

English outside of school improved their linguistic

competence, particularly in the acquisition of

vocabulary, in comparison to non-gamers. Sundqvist

and Sylvén (2012).

(MOOCs) for English language learning are

relatively recent phenomena.

A 2014 study found that a total of only 26

language learning MOOCs had been offered via

a range of universities and higher education

institutions.

English and Spanish are the most popular

languages.

MOOCs can attract large numbers of enrolments.

One of the main challenges for MOOCs is that of

evaluating learning outcomes. At present, because of the

sheer numbers involved, most MOOCs rely on peer or

self-evaluation, which raises issues of reliability in

terms of assessing outcomes.

Known as “Marketplaces”.

provide online spaces for freelance teachers to offer

live language classes to a global audience. (Based

on a recommender system).

Because of the recommender system; ‘good’ teachers

are positively rated by students, and less competent

teachers receive less positive reviews

the kind of teaching offered by such marketplacewebsites has been criticized on a number of counts.For example, teachers offering their services onlinemay have no qualifications or experience, and thepersonal recommender system can be a thinlydisguised popularity contest.

Language marketplaces online do provide a spacefor students to access teachers when and where itsuits them,

can also enable the study of less common languages

Language marketplaces online do provide a space

for students to access teachers when and where it

suits them,

Language marketplaces online can also enable the

study of less common languages

Use adaptive learning to take learners though pre-

packaged content.

(often in the form of dictation, multiple choice, and

translation exercises, and primarily aimed at

memorization.)

Adaptive learning uses computer-generated

algorithms to identify individual learner ‘needs’,

and to serve up individually focused content.

Adaptive learning provides the learner with more

practice on that particular language area.

Mobile apps for language learning were criticized

by Kerr (2014: 8).

It is reasonable to conclude that course providers

such as these have invested more time and money

in their technology than educational expertise. Yet

despite their limitations, products such as these are

proving extremely popular—and there is some

evidence to suggest that language learning can

result. (ibid.)

White (2014) suggests that online language learning

research might focus on ‘theory, pedagogy, technology

use, learner contributions, innovation and less

commonly taught languages’, and within this include

‘the distinctive features and practices of distance

language teaching, task design for synchronous settings,

mentoring, multimodal learning environments, the

transfer of speaking skills, and learners’ affective

experiences’ (2014: 124).

There are some areas that are of particular interest

suggested by Lamy (op.cit.) and White (2014), such

as learner engagement and interaction, student self-

organization, instructor presence (or lack of it),

course design, and particularly, the issue of

assessment and evaluation.

Informal language learning ‘in the wild’—

particularly via mobile apps and social technologies.

Suggested by Kukulska-Hulme 2010; Thorne 2010).