Incorporating On-Line Learning Programs into EFL Remedial Education—the Effects of eLearning

Abstract

Our study aimed to investigate how eLearning via on-line programs can be incorporated as effective supplementary materials in technology universities’ English remedial education. Three level-C non-English-majors freshman English classes consisting of students from nine different departments were randomly selected from HungKuang University for the research project. College admission channels and placement grading scales were also analyzed to assess remedial learners’ pre-college schooling backgrounds. The results of the study found marked diversity among the intake population. Some students with special needs were also among our participants. After using the eLearning programs for one year as supplementary materials for the in-class instruction, we investigated whether the students’ motivation and English proficiency had been improved after the long term exposure to the traditional teaching approach where the mechanical learning mode has been driven by GEPT language proficiency tests. The significant role of eLearning in the formation of globalization and its function for promoting language proficiency were identified in our study, together with the data referenced from the eLearning hours, gender differences, self-assessed results and pre- and post- test scores. The gender differences were eradicated as a result of eLearning; however, the pretest scores and number of on-line practice hours presented significant positive linear correlation with the posttest scores (p＜.001). With regard to feedback from a self-assessed survey, 96% of the participants conveyed that they spent a minimum of one to a maximum of two hours per week on eLearning, 77% expressed that eLearning was a helpful tool for independent learning. Moreover, 42% believed that the on-line program facilitated four language learning skills, while 23% specified in the area of pronunciation and 22% specified in listening. Furthermore, 86% gave positive feedback towards eLearning experience for future language learning. For those students who were with special needs, they not only acknowledged the benefits of eLearning, but also a ‘personal touch’ from the in-class instruction. Based on the findings, on-line learning programs can serve as effective supplementary materials in EFL remedial education programs to promote language learning for global competitiveness.