E-learning Constructive Role Plays for EFL Learners in China’s Tertiary Education
Title
E-learning Constructive Role Plays for EFL Learners in China s Tertiary Education
E-learning Constructive Role Plays for EFL Learners in China s Tertiary Education
Keywords: CALL, E-learning, Constructivism, Scaffolding, Role Play
Authors
Lin Shen and Jitpanat Suwanthep
Suranaree University of Technology, Thailand
Lin Shen and Jitpanat Suwanthep
Suranaree University of Technology, Thailand
Bio Data
Mr. Lin Shen is currently a Ph.D. candidate in School of English, Institute of Social Technology, Suranaree University of Technology, Thailand. His main research interests are second language speaking, computer-assisted language learning and e-learning.
Dr. Jitpanat Suwanthep is a lecturer in English at Suranaree University of Technology, Thailand. She received her Ph.D. from the University of Illinois at Urbana-Champaign, USA. Currently, she is the graduate testing coordinator for the SUT English Proficiency Test. Her interests include second language writing, ESP curriculum development and e-learning.
Abstract
Recently, speaking has played an increasingly important role in second/foreign language settings. However, in many Chinese universities, EFL students rarely communicate in English with other people effectively. The existing behavioristic role plays on New Horizon College English (NHCE) e-learning do not function successfully in supplementing EFL speaking classes. The present study aims at investigating the implementation of constructive role plays via NHCE e-learning and its effect on Chinese EFL learners speaking in college English classes. Speaking pretests and post-tests, student role play recording analysis, student questionnaires, and student interviews have been employed to collect data during the 18-week instruction period. Results show that the e-learning constructive role plays have positive effects on improving students speaking in terms of language quality and language production, and students express positive opinions towards the implementation of e-learning constructive role plays. The findings from this study are directly beneficial to other researchers aiming at developing students , as well as teachers , L2 speaking instruction.
Recently, speaking has played an increasingly important role in second/foreign language settings. However, in many Chinese universities, EFL students rarely communicate in English with other people effectively. The existing behavioristic role plays on New Horizon College English (NHCE) e-learning do not function successfully in supplementing EFL speaking classes. The present study aims at investigating the implementation of constructive role plays via NHCE e-learning and its effect on Chinese EFL learners speaking in college English classes. Speaking pretests and post-tests, student role play recording analysis, student questionnaires, and student interviews have been employed to collect data during the 18-week instruction period. Results show that the e-learning constructive role plays have positive effects on improving students speaking in terms of language quality and language production, and students express positive opinions towards the implementation of e-learning constructive role plays. The findings from this study are directly beneficial to other researchers aiming at developing students , as well as teachers , L2 speaking instruction.
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Category: Monthly Editions, Volume 49
