Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China
Year: 2018
Type: dissertation
Abstract: This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on the students’ perceptions of and engagement in EFL learning that occurred in a technology-supported context. Informed by the sociocultural theory, four theoretical constructs: learner autonomy, interactive learning, Zone of Proximal Development (ZPD) and scaffolding, form the theoretical framework to investigate Chinese university students’ EFL learning in a Computer-Assisted Language Learning (CALL) context. This theoretical model informs the adoption of a qualitative case study approach with statistical descriptions. A total of 154 Chinese university EFL students participated in the research. Data were collected via a questionnaire, focus groups, individual face-to-face interviews and online documents. Through data analysis, it revealed that Chinese university EFL students had positive perceptions of interactive online language learning, which promoted learner autonomy. Participants were confident about their abilities to find out appropriate learning materials and associated well-scaffolded instructional resources that were within their ZPDs. In the learning process, they enjoyed an increasing level of autonomy in language learning. They autonomously selected, organized and engaged digital resources, including learning materials and tasks as well as learning strategies, in their learning which were appropriate to language levels and catered for their learning needs. They showed the sign of good language learners with high degree of learner autonomy, who indicated a desire to continue their language learning in the future. The participants also regarded online space as a low-stress context for more interactive learning in an English as a foreign language context. Although the participants had developed some degree of learner autonomy via learning in the online mode, their autonomy in language learning, particularly for after-class online EFL learning, was still in development. There was a need for them to expand their language knowledge and skills development, particularly in the area of intercultural learning. Their selection and adoption of learning resources were also expected to improve to suit their current language abilities and their learning needs. Their understanding of and engagement in interactive learning were yet to be enhanced as well as they became more familiar with learning in this emerging context. Built on these findings, a tentative model of online EFL learning for facilitating learner autonomy is proposed to fulfil Chinese EFL students’ language learning needs in an online context, and help them to achieve better learning outcomes. It is envisaged that such a model is replicable to teaching and learning EFL in similar contexts.
Author: Chen Chen
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3023567303