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Non-native speakers in e-learning environments.

Article Excerpt
Abstract

The growing importance of technology in education and the reality of a global village call for studies of non-native English speakers' (NNES) learning performance in network-based learning environments. This paper reviews research on network-based instruction and its effects on NNES achievements in network-based environments. Potential benefits and difficulties of these learning environments are reviewed, as well as the linguistic and affeCtive achievements of NNES in these environments. Suggestions are made for future research in these areas.

Introduction

The role of technology in the delivery of instruction has become extremely important as a result of the rapid advances in digital technologies (Reiser, 2001). The research literature on non-native English speakers' (NNES) language learning in computer-mediated environments, both in synchronous and asynchronous environments, is growing. Findings indicate positive linguistic and affective changes for students learning second languages through online instruction (Braine, 1997; Kamhi-Stein, 2000; Kivela, 1996; Sullivan & Pratt, 1996; Warschauer, 1996). Today's global village demands intercultural communication with foreign/second language learning becoming more important. In addition, due to the advancement and implementation of technology in education, network-based instruction provides interactive learning among students worldwide. Increasingly, universities in English speaking countries provide network-based classes to speakers of other languages. Therefore, it is important to document what literature tells us regarding how this technology helps or obstructs NNES' learning, both in language and other subject matter classrooms. This paper focuses on the following questions: (1) What are the benefits of network-based instruction in general? (2) What can network-based instruction offer to NNES both in language learning and in learning other subject matter? (3) What are the issues concerning network-based instruction for NNES?

Network-based Instruction

Due to a growing demand for continuing education and the convenience of taking courses online, network-based instruction is emerging as an increasingly important component in education (Galvin, 2002). Studies in this area involve the impact of online instruction on students' learning, and its potential advantages and difficulties for learners (Harasim, 1990; Valenta, Therriault, Dieter, & Mrtek, 2001). Research suggests that online instruction can provide students with student-centered communication, opportunities for collaboration, and an inquiry-based learning environment, besides the benefit of freedom from the restraints of time and space (Hiltz, 1997; Jaffee, 1997). Some find students' performance online is as good as in the traditional classroom (Hiltz, 1997; Wegner, Holloway, & Garton, 1999). Others claimed that online students achieved better than lecture students (Dutton, Dutton, & Perry, 2002; Schutte, 1996). Students generally reported that online instruction encourages active involvement and equal participation (Harasim, 1987).

Potential Advantages

First, students reported flexibility, convenience of access and sense of control as reasons to register for an online course instead of a face-to-face course (Richards & Ridley, 1997). Since...

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