Online learning transcends the
geographical limitations of the traditional classroom, while offering limitless
resources for second language students. It is therefore no surprise that online
second language courses are becoming increasingly popular (Tan et al, 2010).
However, "despite offering the capability of reaching myriad students,
technology is only an educational tool that can either enhance or hinder
learning and understanding" (Tan et al, 2010, p. 10). It is therefore
essential that educators as well as second language learners view new
technology and online pedagogical tools through a critical lens. This paper
will critically assess a number of online resources available to second
language students, while identifying the overall possibilities and pitfalls
associated with learning French as a second language, online.
Motivation.
This is pivotal when engaging in second language study and can be increased
through a variety of methods. One method is through the utilization of various
technological tools such as whiteboards, concept maps, and break-out rooms in
real-time virtual classrooms (Heins et al, 2007, p. 280). These technologies
offer students the ability to acquire new computer skills, to converse with
others in the target language, and they appeal to a variety of learning styles.
Milton et al (2012) concluded as a result of their research that working
through avatars in particular, "has benefits for motivation," and can
lead to improved attitudes on the part of learners (p. 101). One site that
offers translation through the use of an avatar is SitePal. On this site a
learner enters text in their native language and selects the avatar they want
to convey the message. The talking character then speaks in the target
language, while the translation appears on the bottom of the screen. This tool
is beneficial since it allows a second language student to learn new vocabulary
and expressions, as well as the correct pronunciation of words.
The
quest to enhance vocabulary is an ongoing process for any French second
language student. Fortunately, many online resources "provide considerable
help in increasing vocabulary through reading (or listening) and in learning a
targeted set of words or expressions" (Godwin-Jones, 2010, p. 4). One
resource that is available through the Newfoundland and Labrador public library,
TumbleBooks, provides free access to a large selection of French literature.
This site enables students to read, and as they do the words in print are
highlighted. The books also contain animated visuals of vocabulary that appear
throughout the stories. Sound effects further enhance students' comprehension
and contribute to their excitement towards reading. Overall, this is an
excellent learning tool for vocabulary enhancement. Another website entitled
Languages Online is also useful for learning vocabulary through listening.
Vocabulary themes are presented, for example clothing, which a student can
select to study. When the child chooses a piece of clothing from a visual, they
hear the pronunciation and click the corresponding word from a list. Although
the site does not provide a context for the vocabulary given, it would be an
excellent vocabulary resource for a young, visually oriented language learner.
An
additional beneficial feature of online learning is the flexibility it allows
students in regards to scheduling. This flexibility can also prove advantageous
in the case of diverse learners who need "extra time to grasp
information" or to "go back and listen to [a] lecture again"
(Johnson, 2010, p. 190). Similarly, more inhibited learners often experience
less anxiety due to the anonymity the use of technology provides (Murphy, 2009,
p. 18). As a result, their oral production increases. In fact, many students
have professed to a greater use of the target language in virtual classrooms. As
Heins et al (2007) noted from the findings of their study, data indicates that
"online exchanges were conducted mainly in the target language whereas the
traditional f2f classroom drew on the use of L1 and L2 in equal measure"
(p. 291). Since communication is the goal of most current teaching programs,
this increased production is of immeasurable value (Amengual-Pizarro, 2007, p.
64).
Given
that many French second language students do not live in a francophone milieu,
online sites offer instantaneous access to authentic resources and native
speakers. This access is a new phenomenon which was not available to students
in the past. YouTube, for instance, is a tool that provides French songs, videos,
and dances at the click of a mouse. This can be highly motivational. It is
important to note, however, that anyone can post to this site and, thus, it is
important to scrutinize all content viewed in order to assess its educational
value.
Constructive
feedback is crucial to learning, regardless of whether the instruction takes
place in a face-to-face or a virtual classroom. However, feedback is especially
important, as stated by Lee et al (2011) "in online environments where
students are expected to be more self-regulating" (p. 161). According to
their studies, online learning necessitates feedback that is specific, clear,
and timely (Lee et al, 2011, p. 162). One of the pitfalls of online sites is
that some do not offer suggestions as to how students can improve their French.
One such webpage is entitled French Online Grammar Quiz. This site allows
students to choose from one of three answers to complete a sentence, based on a
particular grammatical aspect. When they have completed, they are assigned a
percent for the number of items they have correct. No feedback is provided as
to why the answer is correct or incorrect. Online resources such as the one
mentioned can leave students with feelings of frustration and isolation.
Therefore, it is important to foster a connection between the learner and their
peers, as well as the teacher, otherwise students feel that they are left to
"figure [things] out on their own" (Boling et al, 2012, p. 121). Similarly,
a site like Pepit, while offering numerous grammar-based activities, provides
little feedback to learners, and does not allow interaction with other users.
Frustration
and the feeling of being overloaded is a common source of dissatisfaction in
online second language learning. This is particularly the case, if a student
does "not have the technical skills required to participate in activities"
(Kushnir, 2009, p. 290). As a solution to this issue, Winke et al (2010)
suggest that students need to be given "training regarding some tools and
applications used for online tasks" (p.210). Also, these skills need to be
taught prior to the delivery of distance language learning programs in order to
alleviate anxieties that students may experience (Winke et al, 2010, p. 210).
Based
on countless research studies and the perspectives of students learning French
online, both within this province and abroad, it is apparent that online
language learning has both advantages and disadvantages. As an online language
learner, it is crucial that technological tools aimed at second language
acquisition be thoroughly assessed prior to their utilization. This sentiment
was echoed by Ng et al (2006) who noted that "for fruitful learning on the
Internet the learner needs to develop a critical mindset so as to be able to
distinguish between...what is valuable and what is dispensable" (p. 221). Overall,
learning French online offers students instantaneous access to authentic
resources and vocabulary enrichment sites, while utilizing technology that can
be highly motivational. Despite its pitfalls, online learning has the potential
to be extremely advantageous.
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Pepit: http://www.pepit.be/
