Abstract
It is common knowledge that the incorporation of Learning Management Systems (LMS) in ESL/EFL instruction has enhanced learners understanding of the language just as it has helped teachers in monitoring students’ progress. However, the use of these eLearning platforms can be quite challenging for EFL learners who are yet to be proficient in the English language. This is because all course information and instructions are offered in the language. Following the notion of context and language metafunctions by Halliday (1985) and his followers, analysis of some linguistic expressions in typical learning management systems is conducted. I show how context and interpersonal meanings are established, and how they can enhance learners’ comprehension of information and instructions. The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard) and the Modular Object-Oriented Dynamic Learning Environment (Moodle) as adapted in colleges and institutes in Saudi Arabia.
Highlights
The use of online course management systems (CMS) otherwise referred to as virtual learning environment (VLE) or learning management system (LMS) in ESL/EFL teaching is undoubtedly gaining more awareness day-by-day as educational institutions strive to provide learners with learning opportunities that complement face-to-face classroom interaction and teaching endeavors
The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard) and the Modular Object-Oriented Dynamic Learning Environment (Moodle) as adapted in colleges and institutes in Saudi Arabia
With linguistics theory such as Systemic Functional Linguistics ( SFL), understanding concepts in functionalism such as the context of situation (COS) and language metafunctions are some of the resources in understanding of the language of Learning Management Systems (LMS) is built on
Summary
The use of online course management systems (CMS) otherwise referred to as virtual learning environment (VLE) or learning management system (LMS) in ESL/EFL teaching is undoubtedly gaining more awareness day-by-day as educational institutions strive to provide learners with learning opportunities that complement face-to-face classroom interaction and teaching endeavors. In doing a juxtaposition of three online management course systems (Nicenet, WebCT and Moodle), he points out that linguistic factors relating to learners limited proficiency affect understanding; adding that ‘Moodle and WebCT use many technical terms with which the students were not familiar’. As alluded by Al-Jarf (2005), technical expressions or expressions with multiple semantic implications may be too complex for adequate understanding for learners with limited proficiency With linguistics theory such as Systemic Functional Linguistics ( SFL), understanding concepts in functionalism such as the context of situation (COS) and language metafunctions are some of the resources in understanding of the language of LMS is built on. It is to explore the kinds of interactions maintained in LMS through the use of Mood; and to show that an understanding of (online learning) context is vital for purposeful student-teacher interaction
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