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Web-based learning is the most effective strategy in delivering the best training to the maximum number of learners at the lowest cost. Fifteen modules in different webbased instructional strategies viz. OT, OTswSRM and OTOC have been developed. The results of the study reveal that the performance of elearners on Communicative English through internet is very much encouraging.
Knowledge of another language is an advantage and it gives people to look at the world and in particular to the world's cultures with a broader perspective. Learning English as a second language is the process by which students learn it in addition to their native language. Today, internet is an important part of our lives as English. For this reason, we can say that learning via internet is an alternative way to learn English. Web-based learning is a general term used to refer to computer-enhanced learning. It is used in so many contexts that are critical to be clear what one means when one speaks of " e-learning ". Web based technologies and powerful internet connections provide various new possibilities for the development of educational technology. The aim of this study is to review e-learning, while learning English, in a general perspective and to give brief information about web-based learning. On the other hand, it is aimed to guide learner how to use web while learning English language. The study is conducted on the base of literature survey. The study is divided into 4 parts, and all parts are entirely based on literature review. In the first part it is mentioned about the theory of web-based learning, in the second part objectives of web-based learning, in the third part some information about online students' and teachers roles on the web are given and in the final part types of teaching-learning activities on English learning via the web are shown. This study is an attempt to give as complete a description of learning English language through the internet. There are a number of courses online which teach foreign languages. Courses usually offer a learning environment online, such as chat rooms, net meetings with the entire class, pen pal search engines and the like. In conclusion this study gives us brief information about English language learning through the internet. We can say that; this paper includes information that enables the users who want to learn English languages via the internet.
The purpose of this study was to determine the effectiveness of the exercises of English language grammar instruction on the achievement of the students when it is applied on web assisted. The study had been executed in accordance with the experimental study model. The experiment group of the study has used a web site that was prepared and they made the exercises of English language grammar in the study. For this purpose, the experiment group subjects has activities such as Chat (IRC), writing the message on the discussion board, and playing the games on the web by using the grammar rules besides answering the exercise questions that are on the web. The control group subjects have similar learning activities through traditional learning methods. The data of study was collected by " English Language Grammar Test " (ELGT) and " English Language Attitude Scale " (ELAS), which their validity and reliability has been tested. It was found that the English language grammar achievement of the experimental groups' subjects who made the English grammar exercises on Web assisted was higher than the control groups' subjects who made them using traditional method.
This study aimed to investigate the effects of Computer-Assisted Language Learning (CALL) as compared to Teacher-Driven Instruction (TDI) on the achievement of EFL undergraduates in Saudi Arabia. The instructional material dealt with modal English language verbs. This research was carried out on a sample size of 68 EFL undergraduates divided into two equal groups namely: experimental (CALL) group and control (TDI) group. The control group was taught with the regular prescribed textbook while the experimental group was given a unique Web-Based instructional material based on Hot Potatoes as a language learning software. Two tests were conducted, pre-test and post-test with both groups at two intervals. The pre-test was undertaken immediately at the end of the instructional period, and a delayed post-test three weeks after the instructional period. Findings revealed that the performance of the experimental; (CALL) group was significantly better than that of the control (TDI) group on both post-tests, however, the performance of both groups on the immediate post-test and delayed post-test had shown a considerable improvement.
2018 •
This article explores the highlights and challenges of Internet-based Language Learning (IBLL). Recently, Internet-based Language Learning has become a topic relevant to the tech-savvy generation of learners. The internet has become so widespread in educational institutions and homes and its uses have expanded so dramatically that a majority of English learners have started using the internet for language learning. There are some awesome language learning apps. All information is just a click away. This sounds so fantastic but behind this luring fantasy lays some challenges lurking. This article provides a brief overview of how internet resources can be used for English language learning and focuses on the pros and cons of resorting to web based language learning.
Language is the code used to express oneself and communicate to others. It is the mental faculty or power of vocal expression. Language is something specific to humans. Language teaching help the learner to get reasonably good command over four important language skills-listening , speaking ,reading and writing. In India English is learned and used as second language. It is a compulsory subject in the school curriculum .As it is a chief language in the Indian education system so students should be exposed to various media to learn effectively. The electronic devices stimulate eyes and ears of learners to acquire language quickly and easily. It is an innovative approach which gives intrinsic reinforcement to the students. In the present study an attempt has been made to study the effect of web based instructional technology in learning English language. The investigator conducted the present study with the help of simple random sampling technique amd selected four schools from which 64 students were selected (16 from each school). The investigator used self constructed achievement test and attitude scale to see the effect of web based learning technology. The results were analysed using critical ratio and percentage that showed the web based learning technology is effective and students also had favorable attitude towards this technology.
This paper presents the design, testing and student evaluation of an experimental English Language course introducing the use of the Internet for instruction, as a source, and as medium. In order to ascertain efficiency and facilitate autonomy in increasing a dynamic vocabulary, different types of Internet facilitated learning tasks were developed and implemented in the course design for students of Informatics at Sofia University, Faculty of Mathematics and Informatics. The tasks incorporated in the course include: choosing and critically evaluating Webbased texts, summarizing articles or writing a review of an Internet site, preparing a glossary using Internet sources. Guidance and monitoring on this process are provided to ensure the quality of the chosen sources. Course evaluation survey was conducted in order to ensure course efficiency and to elicit suggestions for further improvement of the course design.
2017 •
Today’s activities are now using technology not only on business activities but also education. There are so many facilities on technology especially for improving students’ capability in learning knowledge such as e-learning and distance learning course. Lecturers as the facilitator in transferring knowledge, it is very beneficial to master good technology when they deliver knowledge. As written by Dick et al. (2005) that students are carried together with lecturer or on-line content, and are guided through class actions such as on-line exercises, discussion board and interaction with classmates. This occurred also for English lecturers to do teaching learning process. In this classroom action research which is done at English Education Department of UNISSULA on the third semester, the researcher shows new interesting classroom website on-line activities in learning English grammar. Using useful on-line link sources of students’ classroom for two cycles makes the students’ grammar ...
Procedia - Social and Behavioral Sciences
The Effects of Web-based Language Learning on University Students’ Grammar Proficiency2012 •
2021 •
The aim of this study is to investigate the teaching strategy to be implemented on teaching English through online learning. The design of the present study is a literature review design. Related studies about strategies on teaching English through online learning were analyzed in order to be described in present study. The findings of this present study show that teaching through videoconferencing, instant messaging, and game could be useful strategies on teaching English through online learning. Videoconferencing is found appropriate for enhancing oral interaction. Instant messaging is found appropriate for enhancing written interaction. Game is found appropriate for creating enjoyable learning atmosphere. There is high recommendation for teachers to use the strategy based on learning goal and situation. Teachers could utilize various ICT applications or platforms which support the implementation of the strategies.
Industry and Academic Applications
Developing a Web-Based Course for the Conventional English Grammar ClassroomCurrently, there are three possible teaching scenarios: conventional, lecture-based teaching; Web-managed teaching where lectures have been removed altogether and all learning is online; and supplemental (Web-based) teaching, which combines the previous two. This chapter describes the first phase of a project on the integration of Web-based technologies into the conventional lecture-based scenario of English grammar teaching at a large public university in Spain. It focuses on issues of planning and design of Web-based tools and materials which can potentially support the Seven Good Teaching Principles. It also describes a tentative plan to introduce the Web-based tools progressively into the lecture-based classroom so that both students and instructors become familiar with the new learning environment as the course proceeds. The author hopes that the work reported here will encourage instructors to keep abreast of innovative methods that extend the students’ learning environment be...
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