TAILIEUCHUNG - Learner-content interaction in an online english learning course at a Vietnamese university
The study findings reveal that the learners were confident in using the online course, but they did not particularly appreciate its usefulness. The study suggests that in the context where online language learning is at infancy like Vietnam, providing continuous technical support is crucial to promote autonomous learning. | LEARNER-CONTENT INTERACTION IN AN ONLINE ENGLISH LEARNING COURSE AT A VIETNAMESE UNIVERSITY Pham Ngoc Thach* Vice President, Hanoi University, Km 9, Nguyen Trai, Thanh Xuan, Hanoi, Vietnam Received 27 June 2018 Revised 26 September 2018; Accepted 27 September 2018 Abstract: Interaction plays a critical role in both traditional and online learning processes. For online learners of English, interaction with the course content is especially vital because it provides them with necessary knowledge in language competence and contributes to the success of online learning. This paper presents the findings of a study about learner-content interaction in an online English language learning course implemented at a university in Vietnam. The study findings reveal that the learners were confident in using the online course, but they did not particularly appreciate its usefulness. The study suggests that in the context where online language learning is at infancy like Vietnam, providing continuous technical support is crucial to promote autonomous learning. Keywords: learner-content, interaction, usefulness, macro skills, automatic speech recognition (ASR), Vietnam 1. Introduction 1 Globally, online learning has become a popular trend thanks to the boom in the application of the Internet in education in general and language learning in particular. Past studies have shown that there are many benefits for learners in online language learning, especially for shy ones who find face-to-face interaction a big challenge (Wu & Liu, 2012; Wu & Marek, 2013). Some of those benefits include increased confidence, motivation and ability for learners to communicate with peers, especially with native speakers of the target language they are studying. Among the three types of interaction (learner-learner, learner-instructor and learner-content interactions) (Moore, 1989), * Tel.: 84-913231773 Email: thachpn@ the interaction between the learner and course content plays an .
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