English

Nafiseh Zarei,Supyan Hussin

doi:10.17576/gema-2014-1403-04

Abstract

In the modern language learning scenario, language learning and language acquisition experience can be enriched outside the classroom where students can engage in interactive activities. This is enabled by Web 2.0 tools such as blog, twitter, and computer mediated communication tools like email and chat. Web 2.0 tools can unlimited space and time for students. Blog as one type of Web 2.0 tools can be designed to manage the learning and acquisition environment which provides learning materials, relevant learning resources, and online discussion. This paper reports on the impact of a “Learning Management Blog” (LMB) environment on students’ experience of language learning and language acquisition. The LMB was designed to function as a language learning platform for a particular group of tertiary students. Supplementary course materials that matched the objectives of the course were uploaded to the LMB. This qualitative study involved 30 Malaysian undergraduate ESL students at local university. A semi-structured interview was carried out to elicit responses from the students; then the recorded data were transcribed and analyzed qualitatively. The findings of the study revealed that the LMB has proven to be a useful tool to facilitate the language learning and language acquisition processes among the participants. The students had opportunities to use the language learning materials in the LMB as well as interacting with each other in the discussion forum. The learners developed their independent learning interest and motivation to use the English language learning materials and participate in the LMB environment. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-04

Highlights

In conventional language courses, students usually have limited space and time to interact with the teacher and among them
In response to the first question, “How does the Learning Management Blog” (LMB) impact on English as a Second Language (ESL) students’ experience of language learning and language acquisition?” all the respondents expressed their agreement that the LMB was a very useful and helpful platform for them to improve their English language proficiency, mostly in terms of vocabulary, grammar, and writing
The respondents found the LMB as a very useful environment in which they could practice their language. They felt that by exploiting the LMB, they were able to enhance their English language proficiency and their level of understanding of the lessons taught by the teacher in the classroom

Summary

Introduction

Students usually have limited space and time to interact with the teacher and among them. Online language learning materials can help learners improve the mastery of the target language without the teacher’s presence all the time Besides their added value to learning, ICT provides learners with the opportunity to collaborate and interact among friends and with the teacher in the target language outside ISSN: 1675-8021. Blogs can be designed to provide class notes, guidelines on learning, learning materials, and interactive exercises as well as to enable forum discussions between students and teachers, and among students. This type of blog is called “Learning Management Blog” (LMB), a new term coined for this research which may share some characteristics of a Learning Management System (LMS), used in many universities. Since most students are very familiar with blogs, an LMB would not be new to them, but the experience of using it for language learning may not be so familiar

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