ARTICLE:
'Using Web-based Language Learning Activities in the ESL Classroom'
by Jeo-Bae Son
LINK:
MY REVIEW:
Introduction
The article entitled ‘Using Web-Based Language Learning Activities in the ESL Classroom’ by Jeo-Bae Son was retrieved from International Journal of Pedagogies and Learning volume 4, August 2008, page 34-43. The author of this article, Jeo-Bae Son is a lecturer from the Education faculty in University of Southern Queensland, Australia. this article has been anonymously peer-reviewed and accepted for publication by the publishing committee in association with the International Society for Leadership in Pedagogies and Learning, the International Journal of Pedagogies and Learning is an international, scholarly, independently and anonymously peer-reviewed journal that focuses on issues and trends in pedagogies and learning in local and global contexts and leadership in educational research. The aim of the journal is to publish high quality research that focuses on the essence of pedagogy and learning and related issues and trends.
Summary of the Article
The article looks at methods of using WBLL activities. it also provide the reports of the results of the project based on the utilization of a website, exclusively developed as a supplementary resources for teaching English as a second language (ESL) used by a group of students in an ESL context. Basically, this research aims to determine the effectiveness of web-based language learning (WBLL) in ESL classroom.
The methodology of this research is briefly described below:
Types of WBLL | Language Topic |
Pre-created Web activities | Vocabulary, grammar, reading, listening |
Task-based web activities | Newsbreak, cultural differences, book/film review, individual essay |
Teacher-made web activities | In line with course’s syllabus |
To ensure that this research is a success, a website exclusively designed for this research named ‘WBLL Activities for ESL Teachers and Learners’ (http://www.usq.edu.au/users/sonjb/projects/wbll/) was developed to collect authentic data from the subject; English Language Intensive Course for Overseas Students (ELICOS) program at an Australian university.
The research is conducted by using self-report questionnaire that contained 7 statements which required students to response with Strongly Disagree, Disagree, Uncertain, Agree and Strongly Agree. The subjects only consist of 12 students; 7 male and 5 female ranging from 18 to 41 years old. Thus, it is only a small-scale study of students’ opinions on the usefulness of the WBLL activities. There were four sessions and the questionnaires were distributed at the end of every session.
The results for this research were analyzed based on the 7 statements in the questionnaire:
1. I enjoyed the Web activities
2. I learned a lot from the Web activities
3. I found that the Web site was well presented
4. I gained confidence in my ability to use the Web for learning purposes
5. The experiences in Web-based language learning made this course more interesting
6. I would like to use more Web-based language learning activities during class time
7. I would like to access Web activities myself outside class time
The result shows that the WBLL is indeed helpful for the students as all the 7 statements in the questionnaire given stated average ratings of mean 4.2 and above. Overall, the students are optimist towards the use of WBLL activities during and outside the classroom.
The results for this research were analyzed based on the 7 statements in the questionnaire:
1. I enjoyed the Web activities
2. I learned a lot from the Web activities
3. I found that the Web site was well presented
4. I gained confidence in my ability to use the Web for learning purposes
5. The experiences in Web-based language learning made this course more interesting
6. I would like to use more Web-based language learning activities during class time
7. I would like to access Web activities myself outside class time
The result shows that the WBLL is indeed helpful for the students as all the 7 statements in the questionnaire given stated average ratings of mean 4.2 and above. Overall, the students are optimist towards the use of WBLL activities during and outside the classroom.
Reactions and Implications
In my opinion, this research is an interesting enlightenment for the ESL teachers to consider the use of WBLL activities in their lessons. The WBLL activities are one of a brilliant tool for teacher to be more creative and present something different to the students. It is undeniable creativity is one of the vital element to sustain students’ interest in learning thus by utilizing WBLL activities for lessons it surely can benefit the students more.
From the result, it is very interesting to see that WBLL activities benefits various level of age of students. As stated in this research, the subjects were as young as 18 years old to as older as 41 years old. I think this shows us that WBLL activities were enjoyed by everyone. The WBLL activities is good as it is flexible and can fit with any language topic. For an instance, the teacher can provide students with various language exercise such as crosswords, matching exercise and gap-fill exercise. This can definitely instils fun element in learning for the students instead of just learning the language in conventional ways.
Therefore, I believe that WBLL activities can help teacher to prepare interesting and fascinating language activities in shorter time. Thus, these can allow the teachers to have more time in dealing with other matters in the school and also for themselves too. It also can prevent them from burn out or any other depressing problems that are common to the educators.
However, I believe that the research’s result tend to be over generalized by others. But we shouldn't accept their conclusions too quickly. To find the flaws, you have to take a step back and question what's not there -- the unwritten assumptions, biases, and framework of their research (Will, 1998). Hence, it is important to stress it out again that the research is a small-scale study that involving only 12 subjects from tertiary level thus more study should be carried out if this method of teaching to be used in other institutions such as primary and secondary schools as they have different interest and age level. Moreover, not all institutions have sufficient materials and equipments such as computer lab and internet connection. teachers’ skills in handling technologies is also one of the factor that should be consider before WBLL activities can be carry out in schools.
As a conclusion, this research absolutely gives the ESL teachers some useful insights to improve their quality of teaching. The result did enlightening us that technology is one of the great tools to be exploited in education. particularly in our Malaysian educational context, this article has shows us that our ‘Sekolah Bestari’ projects throughout the country is indeed one brilliant move in order to help our students to discover new knowledge in pleasant atmosphere and hopefully it can bring positive outcome for the country. Lastly, this article may inspire the ESL teachers to be more resourceful and productive in their lessons.
by,
- Farhana TSR -
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