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Procedia - Social and Behavioral Sciences 70 (2013) 1438 – 1441

Akdeniz Language Studies Conference 2012

Effects of distance learning on English language learning

Tamar Dolidze*
Batumi State University 35 Ninoshvili str., Batumi, Georgia, 6010

Abstract

There is much information written about the benefits of Distance Learning on English Language learning. Advocates
for integrating Distance learning into the English classroom emphasize the positive effects of Distance Learning.
Computer usage in c
time. Physical activity keeps the brain active and focused so it is important for students to be physically involved in
their learning. With the increased use of Distance Learning the physical aspect of learning is often neglected. Social
networking sites, such as Facebook and Twitter, are thriving on the use of short snippets of information. Shortened
forms of full words, and fully developed sentences and thoughts. Although these programs are not used in the
academic writing, we have to recognize that students use these sites regularly, and it is dramatically changing the way
we read and write. Though, studies showed overwhelmingly positive effects of Distance Learning on English
Language Learning. It is important to note that the achievement of positive effects is the result of some common
components.

© 2012
2012The Authors.by
Published Published
ElsevierbyLtd.
Elsevier Ltd. Open
Selection and/or peer-review
access under responsibility
under CC BY-NC-ND license. of ALSC 2012
Selection and peer-review under responsibility of ALSC 2012
Keywords : Distance learning; Electronic Testing; E-vocabulary.

1. Introduction

There is much information written about the benefits of Distance Learning on English language learning.
Advocates (supporter) for integrating Distance Learning into the English classroom emphasize the
positive effects of Distance Learning.

amount of active time. Physical activity helps to keep the brain active and focused, so it is important for

*
Corresponding author. Tel: +00 000 000 0000; fax: +00 000 000 0000
E-mail address: [email protected]

1877-0428 © 2012 The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license.
Selection and peer-review under responsibility of ALSC 2012
doi:10.1016/j.sbspro.2013.01.208
 Tamar Dolidze / Procedia - Social and Behavioral Sciences 70 (2013) 1438 – 1441 1439

students to be physically involved in their learning. With the increased use of Distance Learning, the
physical aspect of learning is often neglected.

Social networking sites, such as Facebook and Twitter, are thriving on the use of short snippets (pieces)
of information, shortened forms of full words, and fully developed sentences and thoughts. Although
these programs are not used in the academic setting, we have to recognize that students use these sites
regularly, and it is dramatically changing the way we read and write.

Though, studies showed overwhelmingly positive effects of Distance Learning on English Language
Learning. It is important to note that the achievement of positive effects is the result of some common
components.

Under the conditions of worldwide globalization and a tendency of Georgia to be integrated into the
world community, the knowledge of English at high level becomes one of the compulsory requirements
for any specialist in any field of human activities.

Nowadays in our country there are some examples of pure distance training of foreign languages
specialized courses, where the stress is made on written English, which could be taught and is easy to be
checked at a distance.

The peculiarity of our teaching is the fact that we combine face-to-face and distance learning during the

the differences in their needs (speaking, studying grammar, development of listening skills etc.).

To teach beginners a lively talk, intonation, manners of concrete behavior is impossible without regular
face-
and instructions for teachers about the combination of face-to-
article is devoted to solving this question.

Developing methods for foreign languages teaching using e-support:

To study a foreign language fully while using traditional Distance Learning (DL), i.e. without face-to-face
support, is practically impossible. The presence of live communication with a teacher and other students
to receive maximum speaking practice is compulsory. While implementing the distance course into the
foreign languages learning it was noted that learning spaces do not correspond to the specific demands for
the learning process being made of foreign language teachers. Specific teaching features of this subject
made us to widen the functions of the space used in learning.

The functions being performed now by the learning environment as e-support while teaching foreign
languages:

1. Bulletin Board with the information about the homework for the next practical lesson, about the
requirements to pass a credit or exam and other announcements;

2. Backed up materials of scanned pages from text-books to be uploaded and printed by students;
1440 Tamar Dolidze / Procedia - Social and Behavioral Sciences 70 (2013) 1438 – 1441

3. Providing audio files (*.mp3) with authentic foreign speech to be uploaded and listened. This allows
students to perform all the listening tasks independently, at his/her speed, with as many times for listening
as needed.

4. Training before e- -control.

5. E-
by a face-to-face exam or credit at the end of the course (depending on the syllabus).

6. Informing students about the results of assessment according to the rating system;

7. Help while performing home task due to the presence of the built-in e-vocabularies on the web-site and
links to the modern e-dictionaries in Internet;

8. Links to the backed up materials for additional home reading indicating the volume of the text in
symbols and in megabytes.

9. Possibility for the teacher to replace additional Internet links on the web-
project work.

A question of current importance is:

Which of these activities could be performed individually by students, which could be performed in a
face-to-face mode?

With a face-to-face support

with a learning space (the first two-three weeks of learning):

Listening (to have discussions according to the materials being heard);

Performing interactive tasks for self-control and training before passing the control testing;

ive results).

a teacher and other students. Our experience shows that the organizational difficulties appear during a
face-to-face lesson if the teacher began it with the work using computers. After that students can hardly
switch to face-to-face activities, i.e. working with different speed they cannot finish performing the
computer tasks simultaneously.

ft till the final stage of a lesson.

, in fact, any practical activity can be put. However, it is possible only

when the teacher is sure that all the students can log into the system and know what and where can be
found on the web-site and how to work with it.

Practical Research Results show that the compulsory activity in E-learning was visiting face-to-face
lessons and using some elements of DL (in particular, electronic testing).
 Tamar Dolidze / Procedia - Social and Behavioral Sciences 70 (2013) 1438 – 1441 1441

e-leaning allowed us to draw a conclusion that it is necessary to use

the elements of DL in teaching foreign languages. It is interesting for students, it allows them to control
in professional terms and
improves their computer literacy.

Finally, distance learning

Is very convenient, tests could passed any time and in any place;
It helps to improve my knowledge of English;
It helps to put into practice my self-evaluation;
It he

It helps to get the additional skills of work using computers.

Our experience showed that even in groups with homogeneous participants in the level of English
knowledge there are often students whose experience in using English does differ significantly from the
-support in teaching, should allocate the
learning materials of different complexity levels, additional materials in grammar, listening, video and
-
evaluated in the rating system of the course; however, it allows students who wish to study more to get an
access to any necessary materials.

distance course. The necessity of individual approach to any learner requires considering all the wishes

Distance Learning.

References

Adams, C., & Pierce, R. (1999). Characteristics of effective teaching. Language Teaching, 102-107.
Retrieved July 5, 2007 from the ERIC database.

Clark, J., (1995). Suggestions for effective university teaching. 1995.

Carmine, E & Zeller, R.,(1996). Reliability andvalidity assessment. London: Sage Publications. 1996.

Shunevich, B., (2006). (p. 384-388).