Students’ Perceptions towards the Use of VLE in a Fundamental English Course: A review of Smart Choice Online Practice and Smart Choice On the Move
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Published:
Aug 30, 2019
Keywords:
CALL Students’ Perceptions VLE
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Abstract
Computer assisted language learning (CALL) has been used as a teaching aid in language learning for the past several years. One of the examples of CALL integration in language teaching is the virtual learning environment (VLE). This study investigates Thai university students’ perceptions towards the use of VLE as a learning support in their fundamental English course. The websites discussed in this study served as complementary materials of the main textbook of the course, “Smart Choice” by Oxford University Press (2016) including its accompanying VLE materials “Smart Choice Online Practice” and “Smart Choice On the Move”. “Smart Choice Online Practice” was designed for use with personal computers, while “Smart Choice On the Move” was designed for use with smartphones. The data was obtained by implementing semi-structured interviews with 20 Thai university students taking a fundamental English course in academic year 2018. The interview data was transcribed and classified into themes. The findings detail the students’ perceptions regarding the noteworthy features of the VLE materials. In what follows we discuss the students’ viewpoints about the VLE materials as well as their pedagogical implications.
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How to Cite
Wongpornprateep, P., & Boonmoh, A. (2019). Students’ Perceptions towards the Use of VLE in a Fundamental English Course: A review of Smart Choice Online Practice and Smart Choice On the Move. Journal of Studies in the English Language, 14(2), 91–131. Retrieved from https://so04.tci-thaijo.org/index.php/jsel/article/view/200688
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Research Articles
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Lin, W. C., Shie, J. S., & Holmes, P. (2017). Enhancing intercultural communicative competence through online foreign language exchange: Taiwanese students’ experiences. Asian Journal of Applied Linguistics, 4(1), 73-88.
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Sagarra, N., & Zapata, G. C. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL, 20(2), 208–224.
Scott, D., & Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer-assisted language learning. London, UK: Watling House.
Suh, J. (2002). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals, 35(6), 669–679.
Taylor, R. P., & Gitsaki, C. (2004). Teaching WELL and loving IT. New perspectives on CALL for second language classrooms, 131-147.
Vovides, Y., Sanchez-alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74.
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motiva- tion, and classroom dynamics using Kahoot!. Reading: Academic Conferences International Limited, 738-746. Retrieved from https://www.researchgate.net/publica- tion/309292067_The_effect_of_points_and_audio_on_ conce ntration_engagement_enjoyment_learning_motiva- tion_and_classroom_dynamics_using_Kahoot/download
Wasim, J., Sharma, S., Khan, I., & Siddiqui, J. (2014). Web based learning. International Journal of Computer Science and Information Technologies, 5(1), 446-449.
Weller, M. (2007). Virtual Learning Environments: Using, choosing and developing your VLE. London, UK. Routledge.
Wilson, K., & Boyle, M. (2016). Smart Choice 3 (3rd ed.). Oxford, UK: Oxford University Press.
Yang, Y. C., Chuang, Y. C, Li, L. Y., & Tseng, S. S. (2013). Ablended learning environment for individualized English listening and speaking integrating critical thinking. Computers and Education, 63, 285-305.
Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2013). Combining game based learning with content and language integrated learning approaches: A case study utilizing QR Codes and google earth in a geography-based game. 7th European Conference on Games Based Learning. Retrieved from https://www.researchgate.net/publication/258433503_Combining_Game_Based_Learning_with_Content_ and_Language_Integrated_Learning_approaches_A_case_ study_utilizing_QR_Codes_and_Google_Earth_in_a_Ge- ography-based_Game/download
Chang, M. M., & Ho, C. M. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22, 189 - 206.
Chiu, Y., Kao, C., & Reynolds, B. L. (2012). The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology, 43, 104–107.
Felix, U. (2003). Language learning online: Deconstructing the myths. Australian Journal of Educational Technology, 19, 118-138.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principle, and guidelines. San Francisco, CA: Jossey-Bass.
Ghoneim, N. M. M., & Elghotmy, H. E. A. (2016). Using voice thread to develop pre-service teachers’ speaking skills. International Journal of English Language Teaching, 4(6), 13-31.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2013). Digital badges in education. Education and Information Technologies, 20(2), 403-410.
Hirata, Y., & Hirata, Y. (2008). Japanese students’ attitudes toward hybrid learning. Lecture Notes in Computer Science, 5169, 439-449.
Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308–313.
Iqbal, S., & Qureshi, I. A. (2012). M-learning adoption: A perspective from a developing country. Open Distance Learn, 13, 147-164.
Jingyu, L. (2014). Pros and cons: Web based education. International Conference on Education, Management and Computing Technology, 459-461. Retrieved from https:// download. atlantis-press.com/article/13129.pdf
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer assisted language learning, 24(4), 317-335.
Lan, Y. J., Sung, Y. T., & Chang, K. E. (2007). A mobile-device- supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130-151.
Lin, W. C., Shie, J. S., & Holmes, P. (2017). Enhancing intercultural communicative competence through online foreign language exchange: Taiwanese students’ experiences. Asian Journal of Applied Linguistics, 4(1), 73-88.
Lonn, S., & Teasley, S. D. (2009). Saving time or innovating practice: Investigating perceptions and uses of learning management systems. Computers & Education, 53(3), 686- 694.
Maaliw, R., & Barella, A. (2017). Classification of learning styles in virtual learning environment using j48 decision tree. 14th International Conference on Cognition and Exploratory Learning in Digital Age, 149-156. Retrieved from https://files.eric.ed.gov/fulltext/ED579490. pdf
Ngo, J. (2018). The impact of blended learning on students’ performance in English grammar courses. The Association of Southeast Asian Institutions of Higher Learning, 41-45. Retrieved from https://www.researchgate.net/publica-tion/326172472_the_impact_of_blended_learning_on_studen ts’_performance_in_english_grammar_courses
Oproiu, G., & Chicioreanu, T. (2012). Using virtual l e a r n i n g environments in adult education. International Conference Scientific Research & Education in the Air Force, 395-398. Retrieved from https://www.researchgate.net/publica- tion/299640 734_Using_virtual_learning_environments_in_ adult_education/download
Paragia, F., Paragin, S., Jipa, A., Savu, T., & Dumitrescu,A.(2011). The benefits of using MOODLE in teacher training in Romania. Procedia Social and Behavioural Sciences, 15, 1135–1139.
Popat, K., Pickering, S., Heppell, S., MacLean, H., Eaves, M., & Blanc, A. (2007). Virtually there: Learning Platforms. Scunthorpe, UK: Yorkshire and Humber Grid for Learning Foundation.
Sagarra, N., & Zapata, G. C. (2008). Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning. ReCALL, 20(2), 208–224.
Scott, D., & Beadle, S. (2014). Improving the effectiveness of language learning: CLIL and computer-assisted language learning. London, UK: Watling House.
Suh, J. (2002). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals, 35(6), 669–679.
Taylor, R. P., & Gitsaki, C. (2004). Teaching WELL and loving IT. New perspectives on CALL for second language classrooms, 131-147.
Vovides, Y., Sanchez-alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74.
Wang, A. I., & Lieberoth, A. (2016). The effect of points and audio on concentration, engagement, enjoyment, learning, motiva- tion, and classroom dynamics using Kahoot!. Reading: Academic Conferences International Limited, 738-746. Retrieved from https://www.researchgate.net/publica- tion/309292067_The_effect_of_points_and_audio_on_ conce ntration_engagement_enjoyment_learning_motiva- tion_and_classroom_dynamics_using_Kahoot/download
Wasim, J., Sharma, S., Khan, I., & Siddiqui, J. (2014). Web based learning. International Journal of Computer Science and Information Technologies, 5(1), 446-449.
Weller, M. (2007). Virtual Learning Environments: Using, choosing and developing your VLE. London, UK. Routledge.
Wilson, K., & Boyle, M. (2016). Smart Choice 3 (3rd ed.). Oxford, UK: Oxford University Press.
Yang, Y. C., Chuang, Y. C, Li, L. Y., & Tseng, S. S. (2013). Ablended learning environment for individualized English listening and speaking integrating critical thinking. Computers and Education, 63, 285-305.