Learning English with James Warren @1english1

English as a Second Language- Language Literacy and Numeracy Teacher and Personal English Tutor

This website is to fulfill the requirements of LIN8016 Internet Based Language Instruction.

Here you will find my research about the facilitation of e-learning.

Assessment Task - Research
A review of the current literature on one aspect of the use of the Internet for language teaching purposes, which includes at least 7 articles, papers, etc. available on the Internet and/or in print (about 1200-1500 words of an academic paper following the APA style.




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Copyright 2008

For research you can try  ©2008 Google Scholar and  ©2008 Google Book Search as a first stop, if you don't  find what you are looking for try INFOMINE: Scholarly Internet Research Collections



E-learning facilitation and teaching in ESL- literature review

For thousands of years students have learnt from teachers, but with the large volume of information now accessible on the internet at the click of a button students need to become more self directed learners. However, students will perform better under the guidance of an e-learning facilitator/ teacher who can offer a structured course tailored to the student’s needs. Learning a second language such as English can be greatly enhanced by the incorporation of a wealth of e-resources into daily lessons but this requires

The facilitation of and teaching using e-learning for language learners is important because ineffective facilitation and moderation of e-learning will result in less than optimal achievement of learning outcomes and it is helpful to learn a language in a structured way and a teacher or facilitator can provide that structure. Also, effective e-learning facilitation is important and results in more motivated learners who achieve better results. The Australian Flexible Learning Framework (2002) in their guide to “Effective online facilitation” states “effective online facilitation should engage, guide and motivate learners, and provide a safe and conducive environment for learning and communication exchange for all learners regardless of their prior experience and predisposition or otherwise towards online learning technologies.”

Some important strategies are given for moderation of online activities by The Community Services and Health Industry Skills their document Key tips for online moderators give a list of thirty skills a facilitator should have. However Pelz, B. (2004) discusses just “Three Principles of an Effective Online Pedagogy” and says they are:

 #1: Let the students do (most of) the work.

#2: Interactivity is the heart and soul of effective asynchronous learning.

 #3: Strive for presence.

When delivering an online teaching program, care needs to be taken especially in the initial and design and evaluation of the course. Wright, C.R.(date unknown) presents a list of Criteria for Evaluating the Quality of Online Courses But e-learning facilitators and moderators who possess the key skills and design their online courses using sound pedagogical principles may still find that “motivation, feedback, self-directed learning (SDL) and technology “Kannan, J., (2000) present challenges which need to be overcome.

Canning-Wilson. C (2000) acknowledges that computer based learning is inevitable and expanding, and writes about different aspects of improving the design of e-learning products. She discusses e-course evaluation and e-course design.  She concludes that quality e-education

“must consider e-course objectives , the e-content, the e-policies and e-procedures, the e-evaluation of the course & instructor, the e-office hours and of course how to deal with e-problems, which will arise during the on-line course. Beyond the basics listed above the on-line teacher when designing a course must also consider how he/she will deal with the emotional, psychological, and learning style of the perspective on-line student. As an on-line course designer, other factors such as the cyber learners’ linguistic knowledge, motivational barriers, language systems, e-course expectations, affective factors, language learning anxiety and his/her schema or background knowledge about topics taught or available in the on-line course must again be examined or discussed before a solid course can materialize.” Canning-Wilson. C (2000)

Hannah, D et al (2004) study 18 adult ESL students using 3 different listening programs, one CD-ROM based program, one server based program and one internet based ESL learning program. They conclude that all students improved their listening skills and their technological literacy by using computer aided listening tasks but agreed that more reapplied research has to be done.

Backroad Connections Pty Ltd 2002, Effective Online Facilitation (Version 2.00), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority.

Pelz, B., (2004) Three principles of an effective online pedagogy. Journal of asynchronous learning networks Volume 8, Issue 3 - June 2004

Kannan, J., (2000) Issues Affecting On-line ESL Learning: A Singapore Case Study The Internet TESL Journal, Vol. VI, No. 11, November 2000

Wright, C.R. (date unknown) Criteria for Evaluating the Quality of Online Courses

Canning-Wilson. C (2000) E-learning with the E-teacher: Considerations for On-line Course Design. ELT Newsletter The weekly column Article 42, December 2000

Hannah, D, Diaz, R., Ginsburg, L. Hollister, C. (2004) Computer supported ESL instruction for adults: A quasi-experimental study of usability, listening skill gains, and technological literacy Tech21 National technology laboratory for literacy and adult education. Technical Report July 12, 2004.