Abstract
This study attempted to evaluate Gilly Salmon’s Five-stage e-learning Model and its possible contribution to learning English language skills by surveying the related literature and obtaining perspectives of some EFL lecturers in Jordan during the 1st semester, 2018–2019. A convenient sample of twenty EFL lecturers participated in a semi-structured interview to reflect on the contribution of the five-stage model to English language instruction. The study revealed some strengths and drawbacks of the above model. While acknowledging the existence of several positive attributes of this model such as exhibiting coherence and being structural and developmental and featuring the engagement of learners via collaborative language learning, this model, according to some EFL specialists, demands further improvement to highlight, for instance, face-to-face mode of language instruction and to be more spiral and bi-directional. The study called for integrating assessment into the model to monitor learner’s learning progress. It also called for achieving independent language learning and enabling learners to transfer their learning beyond the model’s final stage of development. It was suggested that the above model should be modified to account more adequately for online English language learning.
Highlights
There has been an accelerating trend in higher education both worldwide and locally in Jordan which calls for implementing online instruction
3.1 Strengths of the Five-Stage E-Learning Model First, the five-stage model was evaluated by the world literature as follows: Table 1
2 The five-stage model was praised as a coherent model upon which to base the design of online learning in higher education
Summary
There has been an accelerating trend in higher education both worldwide and locally in Jordan which calls for implementing online instruction. Friedman (2018) asserted that this growing field will witness a rise in enrollment into online learning and so university courses will experience the use of new technologies to have further contribution to specific fields and to teaching certain profession-related skills. The above sector strives to integrate ICT in its strategic plans, courses as well as teaching strategies (Alkhawaldeh, 2017; Conole, de Laat, Dillon and Darby, 2006). Some research undertaken by Menchaca and Alkhawaldeh (2014) indicated several barriers that may impede the adoption of information and communication technology in the instructional process such as the lack of knowledge and confidence in the new educational technology in addition to attitudes towards it and the resistance to change
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