How English as a Second Language (ESL) graduate students perceive online learning from perspectives of second language improvement, learning styles, and culturally responsive pedagogy

ID: 20882 Type: Brief Paper
  1. Fujuan Tan, Steven Aagard, and Lee Nabb, University of Wyoming, United States
  2. Kioh Kim, Northwestern State University, United States

Friday, March 7 11:00-11:20 AM Location: Capri 115

Presider: Chinyin Chen, Meiho University, Taiwan

Abstract: Because online courses are gaining in popularity in higher education in the US and there is a steadily increasing number of ESL graduate students enrolled in US universities, this qualitative study employs an in-depth interview method to explore the effects of online learning on ESL graduate students’ English language improvement and how cultural diversity has impacted such students’ online learning attitudes. Interview subjects included 7 ESL graduate students. Data analysis shows that, while International ESL students perceive benefits in online learning situations regarding opportunities for English vocabulary-building and improving reading and writing skills, they perceive no benefits regarding the improvement of listening and speaking skills as well as marked disadvantages regarding confusion caused by native use of vernacular language and acronyms. Also, participants of the study identified perceived challenges regarding culturally related difficulty with time management, lack of technological trust and/or experience, content and nature of online conversations.


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