Switching to Fully Online EFL Learning Environments: An Exploratory Study on Learners’ Perceptions

Marco Cancino; Daniel Avila

doi:10.17323/jle.2021.12101

Марко Канчино Университет Андреса Белло https://orcid.org/0000-0002-2450-8197
Даниэль Авила Университет Андреса Белло https://orcid.org/0000-0003-3466-0704

DOI: https://doi.org/10.17323/jle.2021.12101

Ключевые слова: компьютерное языковое обучение (CALL), изучение языка онлайн, восприятие учащихся, вовлеченность, исследовательское сообщество

Аннотация

Одним из аспектов онлайн обучения, который недавно претерпел смену парадигмы, является полный переход к онлайн-языковой среде (FOLE). Другими словами, обучение полностью состоит из онлайн уроков. Вспышка SARS-CoV-2 (COVID-19) в 2020 году во многих странах привела к использованию полного онлайн-обучения в школах и университетах из-за карантинных мер. Соответственно, школы приложили огромные усилия для внедрения домашнего обучения и организовали онлайн-курсы для своих учеников во время пандемии. Во многих университетах используются онлайн-платформы, такие как Blackboard Collaborate, которые соответствуют требованиям академических программ. Тем не менее результаты исследований, посвященных конкретным платформам FOLE, немногочисленны, еще меньше исследований посвящено восприятию вовлеченности учащихся в этих условиях. Таким образом, цель данного исследования с использованием смешанных методов состояла в том, чтобы изучить аспекты активности учеников, такие как участие, групповая работа, учебные материалы и стратегии обучения, которые считаются ключевыми факторами, влияющими на успех FOLE. Во время исследования был проведен опрос о FOLE среди 54 студентов университетов, изучающих английский язык как иностранный. Затем были проведены полуструктурированные интервью с семью участниками. Наш анализ основывался на исследовании вовлеченности в условиях FOLE (Sun, 2014) и системе исследовательского сообщества (CoI) (Garrison & Arbaugh, 2007; Garrison et al., 2000). Основные результаты показали, что плохое взаимодействие со сверстниками и отсутствие взаимопонимания с ними негативно повлияли на социальное присутствие учащихся (Garrison & Arbaugh, 2007). Преподаватель может использовать свое присутствие для повышения осведомленности учащихся о реальности онлайн среды и преодоления проблем с адаптацией (Kebritchi et al., 2017). Также присутствие преподавателя может помочь усилить когнитивное присутствие и способствовать эффективному взаимодействию с материалом. В рамках FOLE были предложены выводы для педагогики.

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