A challenge for the developer: Issues of interactivity and linguistic-cognitive appropriateness in English language learning

A challenge for the developer: Issues of interactivity and linguistic-cognitive appropriateness in English language learning

• Poon, Anita Y. K. Hong Kong Baptist University

Open Learning, 18(2), 135-153, 2003

Routledge

2003

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• C Psychology & Learning
  • CC Motivation of Learning
• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

Foreign Countries Teaching Methods Oral Language Open Universities English (Second Language) Second Language Instruction Distance Education Second Language Learning Interaction Listening Skills Student Motivation Learning Motivation Student Attitudes Surveys Feedback Tutors Instructional Materials Hong Kong English Language -- Study & Teaching Language & Languages Learning Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education
• Adult Education

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[&SUP] stcentury. 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.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510307413 ]

• English

Journal Articles

• 02680513

• 10.1080/02680510307413

https://bibliography.lib.eduhk.hk/en/bibs/802eb64f

2010-09-06