With the rapid development of
Internet technology, online language learning is becoming increasingly popular
among English language learners around the world. There are a wide variety of
language learning resources offered online, allowing English language learners
to acquire the language in a web-based virtual learning environment instead of traditional
face-to-face contexts. As an innovative approach to second language acquisition,
online language learning demonstrates great advantages, but it also has certain
limitations. This article will examine both the possibilities and pitfalls of
online English learning, and provide some suggestions in regard to learning
English as a second language (ESL) online.
Possibilities
of learning English online
Compared to the traditional ESL
classroom, online English learning
provides students with more authentic learning experiences. Since computer
networks make “one-to-one, one-to-many, and many-to-many communication”
possible worldwide (Kern,
Ware, & Warschauer, 2008, p. 281), English learners have more
opportunities for “authentic
communication with native speakers of the target language” in an online
environment (Chun, 1994, p. 17). There are a number of emerging
technologies, such as Skype (http://www.skype.com) and Google
Talk (http://www.google.com/talk/), which enable students to interact with
native speakers around the world through instant messages and video calls.
Another example is Conversation Exchange (http://www.conversationexchange.com/). This website not only allows students
to practice the target language with a native speaker online for real
communicative needs, but also helps language learners to meet up with their
language partners living nearby. Apart from opportunities for authentic
communication, online learning also provides students with more authentic
materials. Students can practice their English through listening to CBC news (http://www.cbc.ca/) or Voice
of American (http://www.voanews.com/). The authentic materials and opportunities
for communication greatly promote students’ motivation for English learning. As
Felix (2003) suggests, “the new
technologies offer potential for authentic encounters and constructivist
learning well beyond even the best classroom simulations” (p. 15).
Online language learning also encourages
students’ equal and active participation. Warschauer (1996a)
discovered in his research that online
discussion leads to more equal participation in the classroom. The study
suggests that “factors such as shyness might be causing some students to limit
discussion in face-to-face mode but participate more equally in electronic mode”
(p. 20). Sproull and Kiesler’s researh (1991) found a similar result: “electronic
discussion groups of people of different status show approximately twice as
much equality as do face-to-face discussion groups” (as cited in Warschauer, 1997, p.
473). Students who are reluctant to speak in face-to-face contexts may feel
more comfortable to join in the online discussion. Thus, outspoken students no
longer dominate the classroom, and all students are able to have a true
collaborative learning experience. Students’ participation can also be
increased by online asynchronous communication. Unlike the discussion in
face-to-face classroom, online asynchronous discussion “does not require all
the participants to be present or be available at the same time” (Yeh & Lahman, 2007, p.
681). Zhang & Kenny (2010) pointed out that “as asynchronous
communication may allow participants more time for reading, writing, and
posting in discussion forums, there is the potential to increase their
participation” (p. 18).
Furthermore,
online English learning plays an important role in promoting learner autonomy
and building a student-centered learning environment. Online learning provides
“a constructivist learning environment” where “learner autonomy and initiative
is accepted and encouraged” (Zhang & Kenny, 2010, p. 19). English learners
have to be more autonomous and in control of their own learning than the students
learning in face-to-face classrooms. Such control enables students to “make
judgment about their progress and monitor their own learning needs”, and then
they are “more likely to adopt a favorable approach towards learning” (Taylor,
1996, as cited in Lim & Chai, 2004, p. 217). More importantly, online language learning encourages
learners to take an active part in decision-making and problem
solving, thus moving away from the teacher-centered approach towards
student-centered active learning.
Pitfalls
of learning English online
Despite the benefits of
online language learning, there are some pitfalls that language learners need
to be aware of. One of the pitfalls of online learning is that many websites
still feature repetitive language drills and practice. These websites belong to
the earliest phase of Computer-Assisted Language Learning (CALL), which enables
learners to be repeatedly exposed to the same learning material (Warschauer, 1996b). One example is the website English Vocabulary
Exercises (http://www.englishvocabularyexercises.com/) which
provides a large number of repetitive vocabulary exercises for English
learners to enlarge their vocabulary. Another example is the website English Club (http://www.englishclub.com/grammar/), which provides
numerous grammar quizzes. Students may feel overwhelmed by the repetitive
vocabulary or grammar exercises. Warschauer and Meskill (2000) reveal in their
study that drill-and-practice models “which [focus] only on
language form and [ignore] communicative meaning [achieve] poor results” (p.
3). In this regard, it is important for learners to choose the right English
learning websites or software. The websites full of drills and practice may not
be suitable for students who want to enhance their communicative competence.
Another pitfall of
online learning is that not all English learners can “use time effectively in
online situations” (Tan,
Aagard, Nabb, & Kim, 2010, p. 12). Although online learning allows
students to access to on learning materials at any time from anywhere, students
may face significant challenges in developing good time management skills. Online
learning requires learners to be extremely self-disciplined. Language learners
have to create their own learning schedules at their own pace. Those who are
not good at time management and self-regulation may easily be left behind. Therefore,
language learners have to effectively manage their time if they want to succeed
in online learning.
In conclusion, learning online is potentially beneficial to
English learners for many reasons, such as providing authentic learning
environments, promoting active participation and developing learner autonomy. As AL-Bataineh and Brooks (2003)
assert, “technology offers educators one
of the most powerful allies impacting how education is delivered and supplemented”
(p. 483). However, there are also some drawbacks of online learning that
English learners need to take in consideration. Advancing technology can either
promote or hinder English language learning. Warshauer &
Meskill (2000) reveal that “the
computer is a machine, not a method” (p. 10). Whether online learning
technology is effective or not is largely dependent on the way learners use it.
In this respect, English learners need to make good use of online resources and
maximize the benefits of Internet technology for enhancing their language
skills.
References
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Websites for online
English learning:
