The present study investigated the experience of adult learners in a formal college-level English reading course taught online. This study assumed that form-focused instruction promoted low level adult learners’ focal attention to the essential syntactic patterns in a sentence, resulting in comprehending the text effectively. It also assumed that the text materials should be relevant to them in order to create enough interest to maintain or increase their motivation for learning. More importantly, the format of the online presentation should be enjoyable for working adult learners.
Most of the participants in the study felt that they had benefited from taking this course. Based on the results of the study, it can be determined that the selection of appropriate text materials and the use of effective teaching techniques served to inspire and motivate students in a significant way. Particular journal articles effectively complemented EFL teaching materials and therefore can be used in an EFL reading course. Students experienced greater course satisfaction and learned more in less time with greater ease and confidence because reading materials were appealing to them and appropriate instructional strategies were employed.
Motivation and the ability to engage in self-regulated learning have an important role for success in e-language learning. Students, however, do not automatically have good study skills, discipline or motivation. Instructors need to create conditions that
promote learner autonomy. As shown in the findings of the study, if the online course is planned carefully and conducted appropriately, a boring classroom can be transformed into a supportive, low-anxiety, and collaborative one full of interest and enthusiasm.
From the results of this study, some pedagogical implications can be suggested.
First of all, more attention should be given to local contextual conditions and the learner profile. Instructors are advised to try to match reading materials with student interests.
And “modifications should be made towards a more learner-centered framework which would better match specific needs” (Inozu & Ilin, 2007). Thus, the course should be designed and developed for adult learners to become easily familiar with the patterns and culture that are related to the target language. The consideration of age appropriateness and cognitive abilities can provide working adult EFL learners with enjoyable learning experiences.
Next, the opinions of those who have used particular materials in a certain context should be valuable information for teachers in similar contexts. This study intends to provide EFL teachers with alternative teaching resources and suggests that specific journal articles can be a valuable option. These provide not only a high degree of vocabulary enlargement and exposure to common lexical phrases, but can also be used as oral material. Perhaps most of all, these intriguing and thought-provoking reading materials can be outstanding exemplars of real-life English. By using texts from popular media, (e.g. newspapers) EFL teachers may find that students not only learn a new language but also receive practical advice for daily lives. Even though it is difficult to draw clear conclusions about whether an online environment provides the better setting for language learning, a well designed course with level-appropriate text materials together with interactivity among students as well as between students and teachers makes the former more active participants and warrants assumptions of increased pedagogical effectiveness.
Although the findings of this study may appear to be somewhat positive, some limitations are duly acknowledged. First, the survey test tool fails to measure learners’
comprehensive reading ability because the focus of assessment is confined to measure their level of satisfaction. Second, the questionnaire lacks a wide range of items regarding learners’ individual differences. Further research is recommended based on this exploratory study to see whether it is in correlation to individual student’s
demographic variations. Lastly, more studies are needed to find out whether other samples with different reading proficiency would benefit from this kind of online reading class.
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Appendix
Questionnaire
This questionnaire is designed to examine your perceptions of the online reading course you have just taken. Unless the answer items are given separately, please answer by marking the one that matches your idea most, according to the following scale: SA (strongly agree), A (agree), N (neutral), D (disagree), SD (strongly disagree). Please answer all of the questions as best as you can. Your answers will be kept confidential. Thank you for your cooperation.
Section I. Student Background Information
1. Age: 20s _____ 30s_____ 40s_____ 50s or above_____
2. Gender: Male ____ Female ____
3. Occupation:
None__ Public or Private Business __ Homemaker __ Army and others __ Part time job __
4. To which proficiency level of English do you think you belong?
Beginners __ Low Intermediate __ Intermediate __ Upper intermediate __ Advanced __
5. Prior to this course, when did you last study English?
6 months ago __ 1 year ago __ 2-4 years ago __ 3-5 years ago __ More than 5 years ago __
6. English is very crucial in this world of globalization.
Strongly disagree ____ Disagree ____ Undecided ____ Agree____ Strongly agree ____
7. Have you ever taken online English courses before? If yes, for how long?
None ____ Less than 1 year ____ 2-3 years ____ 4-5 years ____ More than 5 years ____
8. Have you ever taken English Reading classes online? If yes, for how long?
None ____ Less than 1 year ____ 2-3 years ____ 4-5 years ____ More than 5 years ____
9. I enjoy learning that is both interesting and challenging, and I am motivated in such situations to go beyond the minimum requirements.
Strongly disagree ____ Disagree ____ Undecided ____ Agree____ Strongly agree ____
Section II. Students’ Views regarding Online Language Learning Experience
10. I was satisfied with the overall structure of the English reading course.
11. I was satisfied with the content of the course.
12. Learning was fun with the text material and I fully engaged myself in classes until the very end.
13. The vocabulary list provided at the beginning of each class hour was appropriate and helpful for my reading activity.
14. The “Self-Reading” segment was appropriate and helpful for my understanding of spoken English.
15. I was satisfied with the length of time allotted for each class.
16. The “Reading” segment enhanced my ability to read analytically and helped improve my reading comprehension skills.
17. The “Grammar Focus” segment was appropriate and helpful for comprehending the text material.
18. True/False questions in “Quiz” segment were well-suited for checking comprehension.
19. The multiple choice questions (Section 2 & 3) in “Quiz” were helpful in identifying grammar structures in the reading.
20. Answer & Commentary in the Quiz section was helpful because it offered clear explanations concerning my incorrect answers.
Section III. Opinions on Course Completion
21. My reading ability improved greatly with this course taking.
22. The reading topic in each class was interesting enough to hold my attention throughout the class period.
23. I made full use of the resources provided in the Study Library and participated in class interaction through Study Q&A, Bulletin & Discussion Board activities.
24. The online activities and the “presence” of other learners were positive and motivating elements of the learning experience.
25. The learning environment was supportive.
Section IV. Preference for Online or Traditional (face-to-face) Learning.
26. Online learning is not as effective as face-to-face learning..
27. I prefer online courses because of their accessibility.
28. I did not have any difficulty taking online classes and look forward to more of them in the future.
Section V.
29. Please write any suggestions for improving this course.