With the advent of information and communication technologies (ICT), an increasing number of educational institutions are incorporating Internet tools in their teaching programs. In Taiwan, for example, private tutoring is now being transformed from face-to-face mode into distance mode. The purpose of this study was to explore 75 college students’ (around 20 years old) conceptions of learning English before and after the synchronous online program with native English tutors. The research data were gathered from a survey called the Conceptions of Learning English (COLE). The COLC survey included the following seven factors, in a hierarchical order: learning English as “Memorizing, ” “Testing, ” “Drills & Knowledge ,” “Grammar, ” “Communication,” “Application,” and “Understanding & Seeing in a new way.” The results of the t test analysis indicated that there were no significant difference before and after the synchronous online tutoring program in students’ lower conceptions of learning, such as learning English as “memorizing” and “testing.” The results also revealed that students’ conceptions of learning English as “Drills & Knowledge ,” “Grammar, ” “Communication,” “Application,” and “Understanding & Seeing in a new way” were significantly improved after the synchronous online tutoring program. Finally, some possible explanations for the results were discussed.
Yu-Fang Yang, Jen-Teh Junior College of Medicine, Nursing and Management, Taiwan
Kuei-Chun Liu, Jen-Teh Junior College of Medicine, Nursing and Management, Taiwan
Huan-Tian Huang, Jen-Teh Junior College of Medicine, Nursing and Management, Taiwan
Stream: Teaching and Learning
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