Learning English Online: Possibilities and Pitfalls

            As the COVID-19 pandemic broke, educational institutions globally moved online. Given the lack of notice and urgency of the situation, there was a severe shock initially. However, over the course of the pandemic, it became clear that online instruction had definite advantages. Similarly, some disadvantages had to be dealt with. Many institutions have decided to remain fully online or offer online study as an option. This article is an effort to make parents and students aware of those advantages and disadvantages of online English study.

To begin with, there are various kinds of online education. Synchronous learning refers to those classes where instructors and students meet at the same time and place and interact in real-time (Stanford Graduate School of Education, n.d.). The opposite of synchronous is asynchronous, where students access materials at their own pace and interact with one another and the teacher on their own schedule (Stanford Graduate School of Education, n.d.). Hybrid learning is a combination (Stanford Graduate School of Education, n.d.). 

Each type of learning appeals to different students. Synchronous may be more suitable for higher-level learners because the immediate nature of the classes puts more pressure on the student (H. Huang, 2015, p. 146 Levy, M., & Stockwell, G. (2006). Asynchronous communication allows more time to prepare and is particularly appropriate for lower-level students (H. Huang, 2015, p. 147). For example, an asynchronous style gave lower-intermediate students the opportunity to prepare their responses before sharing and reduced the inferiority they felt in relation to their more proficient peers in face-to-face classes (H. Huang, 2015, p. 148). The benefits of asynchronous or hybrid learning are not limited to lower-level students, however. A well-designed class can benefit all students.

Of course, one of the most exciting advantages of online education is that it frees both the teacher and the students from the walls of the classroom and the use of traditional educational materials. For example, teachers can more easily supplement coursebooks with websites or online articles (Cheng & Myles, 2003, p. 35). Afterall, the web is the world’s biggest and most extensive library (Cheng & Myles, 2003, p. 35)!

Learning can also be supplemented with videos and other recordings, whether professional, teacher, or student made. Video and voice blogs have positive effects on improving students’ English pronunciation, enunciation, and articulation (H. Huang, 2015, pp. 149, 162). Studying English with tools like these also helps improve student fluency, expression, and confidence (H. Huang, 2015, p. 162).

Surprisingly, while most parents worry social media is a distraction, even it can be incorporated into online learning to help students learn English. Research shows social media can significantly enhance the learning experience for language students (Bernard Ining, 2021, p. 173). For example, TikTok videos introduce learners to specific terms and phrases, help them become more engaged in their learning, and expand their vocabulary (Bernard Ining, 2021, p. 179). At the same time as they study English, our students can also learn more about various global issues (Bernard Ining, 2021, p. 179). Self-made videos by teachers may also help with students’ needs and learning styles (Bernard Ining, 2021, p. 181).

It is important to remember that a lack of confidence and fluency are two primary factors that cause students anxiety when speaking English (Lutfiana et al., 2021, p. 1910). Communicating online however is motivational for English learners as the online world is a non-threatening place (Prasetya, 2021, p. 212). Shy or hesitant students tend to participate more readily and more often online than in a regular classroom (Bump, 1990, p. 55). This can be leveraged to help our students increase fluency faster.

Of course, the biggest advantage to online learning is reorienting the classroom away from the teacher and towards a more collaborative learning environment. The flexibility of online learning is such that teaching and learning can take place at any convenient time and place (Cheng & Myles, 2003, p. 37). Furthermore, it is capable of broadening students’ horizons by gathering students from all over the world (Cheng & Myles, 2003, p. 31). This includes providing opportunities that students in rural or poorer areas may not otherwise have (Ninsiana et al., 2022, p. 8). Finally, and most excitingly, there is the potential to learn through unlimited amounts of interactivity and interaction (Cheng & Myles, 2003, p. 36)!

Despite the huge advantages that online education has for both teachers and students, there are some drawbacks that teachers and students must be made aware of. The first and most important drawback is that online learning requires certain equipment and a certain technological knowledgebase. 

Learning a foreign language online can be significantly more complicated than face-to-face learning (Prasetya, 2021, p. 216). While a classroom is a natural learning place, students learning online may have difficulty finding a quiet place to study (H. Huang, 2015, p. 163). Students also sometimes have problem uploading assignments, files, or videos (H. Huang, 2015, p. 163). Fast and stable Internet connectivity is another concern (Kasuma et al., 2021, p. 2776).

Also, it must be emphasized that an increase in the use of technology does not necessarily mean an improvement in education (Q. Huang, 2019, p. 205). A teacher’s limited technological ability may lead them to not fully use available technology (Cheung, 2023, p. 63). Similarly, how students view online education is linked to their level of technical proficiency (Ninsiana et al., 2022, p. 4). It is vital that full support and training be provided to all students and teachers so that they can fully participate.

Finally, a valid concern for students and teachers about online learning is isolation as the students are not surrounded by peers in the classroom. This is especially true for lower-level learners (Prasetya, 2021, p. 225). This, however, should not be a concern in properly constructed classes. The success of teaching depends heavily on student-instructor interaction (Iberahim & Sulaiman, 2023, p. 1398). Any loneliness or isolation experienced by students may be reduced by interactive activities between the teacher and students (Kaufmann & Vallade, 2020).

On balance, the advantage of online learning, from more resources and increased confidence to a more collaborative learning environment, far outweigh any disadvantages. Although online learning presents its own unique challenges like technological familiarity and isolation, these can be managed and mitigated by proper training as well as a carefully designed course. Online learning presents a world of opportunities and should be embraced!

References

Bernard Ining, A. V. (2021). Expanding ESL Students’ Vocabulary Through TikTok Videos. Lensa: Kajian Kebahasaan, Kesusastraan, Dan Budaya, 11(2), 171. https://doi.org/10.26714/lensa.11.2.2021.171-184

Bump, J. (1990). Radical Changes in Class Discussion Using Networked Computers. Computers and Humanities, 24, 49–65.

Cheng, L., & Myles, J. (2003). Managing the Change From On-Site to Online: Transforming ESL courses for teachers. Open Learning: The Journal of Open, Distance and e-Learning, 18(1), 29–38. https://doi.org/10.1080/0268051032000054103

Cheung, A. (2023). Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong. RELC Journal, 54(1), 55–70. https://doi.org/10.1177/0033688220981784

Huang, H. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145–170. https://doi.org/10.1080/09588221.2013.803983

Huang, Q. (2019). Comparing teacher’s roles of F2f learning and online learning in a blended English course. Computer Assisted Language Learning, 32(3), 190–209. https://doi.org/10.1080/09588221.2018.1540434

Iberahim, N. A., & Sulaiman, N. A. (2023). An Investigation on Students-Instructors’ Interaction in Online Learning Environment: A Survey among ESL Students. International Journal of Academic Research in Business and Social Sciences, 13(5), Pages 1395-1403. https://doi.org/10.6007/IJARBSS/v13-i5/17155

Kasuma, S. A. A., Akhiar, A., Haron, H., Fesal, S. N. H. S., & Kadir, N. F. A. (2021). University Students’ Perceptions of Motivation, Attitude, and Self-Efficacy in Online English Language Learning. Pertanika Journal of Social Sciences and Humanities, 29(4), 2763–2784. https://doi.org/10.47836/pjssh.29.4.36

Kaufmann, R., & Vallade, J. I. (2020). Exploring connections in the online learning environment: Student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794–1808. https://doi.org/10.1080/10494820.2020.1749670

Levy, M., & Stockwell, G. (2006). Computer-mediated communication. In M. Levy & G. Stockwell  (Eds.), CALL dimensions: Options and issues in computer-assisted language learning (pp. 84–109). Mahwah, NJ: Lawrence Erlbaum.

 

Lutfiana, Z., Kristina, D., & Sumardi, S. (2021). Online Informal Learning of English Activities to Improve Students’ English Communication Skills. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1909–1916. https://doi.org/10.35445/alishlah.v13i3.1018

Ninsiana, W., Gabidullina, F. I., Widodo, M., Patra, I., Pallathadka, H., Alkhateeb, D. A. A. M., Zainal, A. G., & Gheisari, A. (2022). High School Students’ Attitudes towards E-Learning and Impacts of Online Instruction on Their General English Learning: Challenges and Issues. Education Research International, 2022, 1–10. https://doi.org/10.1155/2022/9103862

Prasetya, R. E. (2021). Investigating English Learners’ Anxiety in Online English Learning at Higher Education: A Case Study of Moodle. Journal of English Language Studies, 6(2), 211. https://doi.org/10.30870/jels.v6i2.10746

Stanford Graduate School of Education. (n.d.). What is synchronous and asynchronous learning? Classroom Resources. Retrieved July 17, 2023, from https://teachingresources.stanford.edu/resources/what-is-synchronous-and-asynchronous-learning/

 

Website Sources

 

1. Breaking News English : https://breakingnewsenglish.com

 

Free English lessons based on current events including audio recordings at different speeds and different accents and worksheets for self-study of classroom use.

 

2. --BITS-- : https://esl-bits.net

 

Extensive site featuring reading materials and accompanying audio tracks as well as radio dramas, speeches, and interviews. Materials can be used for listening practice or listening/read-along study.

 

3. Games to Learn English : https://www.gamestolearnenglish.com

 

Light-hearted site aimed at beginners featuring grammar and vocabulary games. Ideal for beginning students.

 

4. Language Reactor Extension : https://www.languagereactor.com

 

Free site and browser extension that, among other features, allows the user to watch videos with subtitles in their native language and the language they are studying at the same time. 

 

5. Rachel’s English : https://rachelsenglish.com

 

Pronunciation videos and courses aimed at the mechanics of pronouncing American English.