Communicative values of online remote learning for English language classes in higher education context
Communicative values of online remote learning for English language classes in higher education context
This study aims to understand how pandemic-driven remote online education has shaped foreign language learning in higher education for English language learners. Group interviews and questionnaires were used to collect data from Chinese international students studying English at a UK-based university. The results revealed that these students perceived online learning to be an enjoyable experience with added benefits. Though the data elucidated the importance of bonded relationships among teachers and peers via direct face-to-face interaction, online classes provided a relaxed environment for students to participate more. Despite the deficiency of direct interaction and communication with classmates and teachers, students’ motivation level did not decrease.
Chung, Ji Hye Jaime
c6debffc-8924-4201-9528-cf569096ca13
Sasani, Simin
ca988303-ac1d-4790-8fd6-62a7e5f36c6b
27 February 2023
Chung, Ji Hye Jaime
c6debffc-8924-4201-9528-cf569096ca13
Sasani, Simin
ca988303-ac1d-4790-8fd6-62a7e5f36c6b
Chung, Ji Hye Jaime and Sasani, Simin
(2023)
Communicative values of online remote learning for English language classes in higher education context.
Journal of Classroom Interaction, 57 (1).
Abstract
This study aims to understand how pandemic-driven remote online education has shaped foreign language learning in higher education for English language learners. Group interviews and questionnaires were used to collect data from Chinese international students studying English at a UK-based university. The results revealed that these students perceived online learning to be an enjoyable experience with added benefits. Though the data elucidated the importance of bonded relationships among teachers and peers via direct face-to-face interaction, online classes provided a relaxed environment for students to participate more. Despite the deficiency of direct interaction and communication with classmates and teachers, students’ motivation level did not decrease.
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Published date: 27 February 2023
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Local EPrints ID: 476329
URI: http://eprints.soton.ac.uk/id/eprint/476329
ISSN: 0749-4025
PURE UUID: 07f07918-8533-4918-88d3-fa33a51d0774
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Date deposited: 19 Apr 2023 16:43
Last modified: 17 Mar 2024 03:53
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Author:
Ji Hye Jaime Chung
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