Abstract
This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.
Highlights
Literature ReviewOnline language learner support focuses on helping learners be self-directed (Garrison, 2003; White, 2003)
Open, distance, and flexible learning aims to increase access to higher education
Higher education institutions in English-speaking countries are accustomed to admitting nonnative English speakers (NNESs) and screening them to determine their English proficiency levels
Summary
Online language learner support focuses on helping learners be self-directed (Garrison, 2003; White, 2003). The teacher can facilitate higher and lower amounts of structure and dialogue to increase learner autonomy These transactional components have direct relevance to support in distance language learning contexts; they allow teachers to provide appropriate levels of support while helping learners develop SRL behaviors and increase autonomy. This occurs through the process of collaborative control (White, 2003). As learners engage in structured language learning tasks in a course, exercise autonomy in their selection of SRL activities, develop SRL behaviors in each of the six dimensions, engage in dialogue with the instructor and other learners, and monitor their performance, they potentially improve their English skills but their overall academic effectiveness.
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