TY - JOUR
T1 - A challenge for the developer
T2 - Issues of interactivity and linguistic-cognitive appropriateness in english language learning
AU - Poon, Anita Y.K.
N1 - Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2003/6
Y1 - 2003/6
N2 - It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English--an increasingly important international language--provides a key to information and learning societies in the 21 st century. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas--the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.
AB - It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English--an increasingly important international language--provides a key to information and learning societies in the 21 st century. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas--the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course.
UR - http://www.scopus.com/inward/record.url?scp=85009550495&partnerID=8YFLogxK
U2 - 10.1080/02680510307413
DO - 10.1080/02680510307413
M3 - Journal article
AN - SCOPUS:85009550495
SN - 0268-0513
VL - 18
SP - 135
EP - 153
JO - Open Learning
JF - Open Learning
IS - 2
ER -