Learner Perspectives on Fully Online Language Learning
ARTICLE
Susan Y. H. Sun
Distance Education Volume 35, Number 1, ISSN 0158-7919
Abstract
This study builds on this author's 2011 article in which the author reflects on the pedagogical challenges and resultant changes made while teaching two fully online foreign language papers over a four-year period (Y. H. S. Sun (2011). Online language teaching: The pedagogical challenges. "Knowledge Management & E-Learning: An International Journal," 3, 428-447). Drawing on current literature, the present study surveyed learners (n?=?46) in an attempt to investigate the difficulties that confronted them and the ways they had adapted to fully online learning. The quantitative and qualitative data obtained from a questionnaire were integrated and analyzed with an inductive method. Results identified six major difficulties: (1) following the schedule and studying regularly, (2) getting hold of classmates and finding suitable time to work together, (3) pairing/teaming up and working collaboratively, (4) ensuring constant engagement with the class, (5) keeping self-motivated and being a self-directed learner, and (6) socializing.
Citation
Sun, S.Y.H. (2014). Learner Perspectives on Fully Online Language Learning. Distance Education, 35(1), 18-42. Retrieved February 28, 2021 from https://www.learntechlib.org/p/157404/.

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Keywords
- blended learning
- College Students
- computer mediated communication
- Cooperation
- electronic learning
- Foreign Countries
- instructional materials
- Interpersonal Competence
- learner engagement
- learning strategies
- Likert Scales
- Mixed Methods Research
- online courses
- Questionnaires
- Scheduling
- Second Language Instruction
- second language learning
- student attitudes
- student motivation
- teamwork
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