Atteggiamenti e credenze degli studenti EFL dell'Università di Birzeit nei confronti dell'apprendimento in presenza e online. Un'indagine quali-quantitativa
DOI:
https://doi.org/10.6092/issn.1970-2221/13196Parole chiave:
credenze, apprendimento online, apprendimento in presenza, credenze e preferenzeAbstract
Per via della pandemia da Coronavirus, l’apprendimento online è stato fortemente implementato a livello internazionale dalle istituzioni educative. Il presente studio utilizza un’analisi quali-quantitativa per investigare le preferenze e i sistemi di credenza degli studenti di inglese dell’Università di Birzeit sull’apprendimento online rispetto a quello dal vivo. Il questionario di Radia (2019) è stato adattato e sottomesso ai partecipanti che avevano fatto esperienze di entrambi i tipi di apprendimento durante il corso di Unlock English. Agli stessi sono state anche sottomesse domande aperte finalizzate al reperimento di dettagliati dati qualitativi. I risultati quantitativi dimostrano che gli studenti manifestano un atteggiamento più positivo sull’apprendimento dal vivo (Media: 3.84) rispetto all’apprendimento online (Media: 2.71). L’apprendimento face-to-face viene considerato il miglior modo di mettere in pratica le competenze di apprendimento linguistico e di interazione con gli insegnanti e i compagni. Eppure, i risultati qualitativi si sono mostrati innovativi dal momento che gli studenti hanno espresso maggior comfort nella comunicazione online con gli altri, e il setting online è stato considerato l’opzione migliore per il 56% degli studenti. Questi risultati possono rappresentare un’indicazione per le future preferenze rispetto all’apprendimento online.
Riferimenti bibliografici
Abed, T. (2015).Using higher-order cognitive processes to develop students’ reading and writing skills and modify their beliefs about language learning.Unpublished PhD Thesis. Ain Shams University, Egypt.
Abid, R.A. (2012). Investigating EFL Iraqi learners' beliefs about learning English as a foreign language. Journal of the College of Arts, 60, 46-81.
Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead: Open University Press.
Alhamami, M. (2019). Learners’ beliefs about language-learning abilities in face-to-face & online settings. International Journal of Educational Technology in Higher Education 16, 31.
Arias, J.J., & Swinton, J. (2018). Online vs. face-to-face: A comparison of student outcomes with random assignment. e-Journal of Business Education & Scholarship of Teaching, 12 (2), 1-23.
Arikpo, O. U., & Grace, D. (2015). Pupils learning preferences and interest development in learning. Journal of Education and Practice, 6 (21), 31-39.
Bernat, E. (2006). Assessing EAP learners' beliefs about language learning in the Australian context. Asian EFL Journal, 8(2), 202-227.
Cedar, P. (2013). EFL online learning versus classroom learning by Thai Students. The Asian ESP Journal, 9(1), 28-53.
Deale, C.S. (2019). Learning preferences instead of learning styles: A case study of hospitality management stu-dents’ perceptions of how they learn best and implications for teaching and learning International Journal for the Scholarship of Teaching and Learning, 13(2), Article 11.
Dewey, J. (1933). How we think. Lexington, MA: D.C. Heath.
Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
Eshreteh, M., & Siaj, A. (2017). Attitudes of English-major students and teachers towards using blended learning in the English Department at Hebron University. International Journal in Research in Education, 2(4), 51-65.
Faidley, J. (2018). Comparison of learning outcomes from online and face-to-face accounting courses. Electronic Theses and Dissertations. Paper 3434.
Ferdian, N.R. (2020). ESP students’ preferences in learning English: Face to face corrective feedback vs online corrective feedback. Journal of English Teaching and Applied Linguistics, 2(1).
Finney, D. (2015). Online classes versus traditional classes with at-risk students. Unpublished thesis.
Fortune, M. F., Spielman, M., & Pangelinan, D. T. (2011). Students’ perceptions of online or face-to-face learning and social media in hospitality, recreation and tourism. MERLOT Journal of Online Learning and Teaching, 7(1), 1-17.
Harrison, M. F. (2021). An Investigation of the factors that determine student satisfaction with EFL online classes. Asian EFL Journal Research Articles. 28(1-2), 67-85.
Horwitz, E. (1987). Surveying student beliefs about language learning. In Wenden A & Robin, J. (Eds.), Learner strategies in language learning (pp. 119-132). London, UK: Prentice Hall.
Horwitz , E. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.
Hussain, M.(2019). Understanding ESL undergraduate students' beliefs about learner- centered instruction. Unpublished dissertations. University of Northern Iowa.
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning. Frontiers in Psychology, 5, 1278.
Khan, S. A., Arif, M.H., & Yousuf, M. I. (2019). A study of relationship between learning preferences and academic achievement. Bulletin of Education and Research , 41(1), 17-32.
Li, F., Qi, J., Wang, G. & Wang, X. (2014). Traditional classroom vs e-learning in higher education: Difference between students’ behavioral engagement. IJET , 9(2), 48-52.
Montiel-Chamorro, M. (2018). Comparing online English language learning and face-to-face English language learning at El Bosque University in Colombia.Virginia Commonwealth University. Unpublished Phd Dissertation.
Ní Shé, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching online is different: critical perspectives from the literature. Dublin: Dublin City University.
Paul, J., .& Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course From 2009 to 2016. Frontiers in Computer Science, 1(7).
Radia, B. (2019). Approaching a reading course via Moodle-based blended learning: EFL learners’ insights. Modern Journal of Language Teaching Methods, 9 (11).
Sadeghi, M. (2019). A shift from classroom to distance learning: Advantatages and limitations. International Journal of Research in English Education, 4(1).
Stern, B.S. (2004). A comparison of online and face-to-face instruction in an undergraduate foundations of American education course. Contemporary Issues in Technology and Teacher Education, 4(2), 196-213.
Suzuki, S. (2012). Studies of learners’ beliefs. Implications for further studies, Dept. of General Education, Oyama National College of Technology, 6(2), 277-288.
Tamm, S. (2019). Disadvantges of e-learning. Retrieved on March 2021, from https://estudent.org/disadvantages-of-e-learning/
Tichavsky, L.P., Hunt, A. N., Driscoll, A., & Jicha, K. (2015). It’s just nice having a real teacher: Student perceptions of online versus face-to-face instruction. International Journal for the Scholarship of Teaching and Learning, 9(2).
Yang, F., & Tsai, C. (2008). Investigating university student preferences and beliefs about learning in the web-based context. Computers & Education 50, 1284-1303.
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2021 Tagreed Bajes Butros Abed
Questo articolo è soggetto a licenza Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 International License.
