Higher education students’ perceptions of fully online EFL courses : difficulties and challenges
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Archivos
Fecha
2021
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
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Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Due to the COVID-19 pandemic, schools and universities were obligated to convert all teaching
and learning into an online format, including EFL courses. Little research has taken place on the
perceptions of fully online language learning (PFOLL) courses and this study aims to enlighten
this area of the literature. The following quantitative research study sought to discover 236
Chilean higher education students’ PFOLL in regards to (a) participation, (b) group work, (c)
instructional materials, and (d) learning styles and how these perceptions related to Computer
Self-Efficacy (CSE), gender, age, and language proficiency by employing two 5-point Likert
scales. Possible impacts of gender and language proficiency on PFOLL and CSE were examined
as well. Some main findings were that participants had generally positive PFOLL; CSE was
positively related to PFOLL; males had higher CSE than females; age was positively related to
CSE and even more for males than females; and CSE and some PFOLL components were more
strongly related for females than males.
Notas
Programa (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Inglés, Enseñanza, Innovaciones Tecnológicas, Percepción, Estudiantes Universitarios, Investigaciones