Using Open Educational Sources to Teach ELL Students Effectively

Mirela Zemani Papandreou

Literature review
            The shift of attention using internet in all the aspects of life is increasing more and more. Cheng, G., & Chau, J. (2016) claim the importance of learning management systems (LMS) employed in education. LMS can distribute and evaluate the learning process. They also state that various universities have already begun using LMS, which has enabled the interaction of the students out of the classroom. The students share and collaborate their learning (Cheng, G., & Chau, J. 2016 p. 257). Thus, I assume that the educators can construct a collaborative learning environment via online educational sources. This software can enable the teaching and learning. It facilitates the interactions between the teachers and students in order to deliver a variety of instructions that can meet the diversity of students’ learning styles. LMSs can extend effectively a range of digital tools which improve the “different types of learning interaction between student and content” (Cheng, G., & Chau, J. 2016 p. 257).
            The implementation of cooperative and collaborative learning in the classroom has driven the students to enhance their learning skills. Campbell, N. (2007) states that ELLs are “reluctant to participate” in universities, and there is a variety of factors that prevent them from participating (Campbell, N. 2007, p. 37). Additionally, the Asian students are often not comfortable to be part of a debate, which is a cultural issue that they value the agreement rather than disagreement. Those students do not feel comfortable to express their thoughts not only because of their perspectives, but also because they sometimes lack the self-esteem. Hence, creating an online discussion for those shy students will make them comfortable enough to participate in learning conversations (Campbell, N. 2007, p. 38). I assume that when the ‘face to face” education employs the online tools to extend the students’ learning, the digital sources are a solid benefit for the ELLs in university. This is another paradigm that the online sources can create a learning environment free of anxiety.
            Another research conducted by Megala, M., & Madhumathi, P. (2016) emphasizes the significant role of WebQuest, another digital tool that creates a virtual classroom. They state in their study that this web-based learning constructs ESL students’ knowledge and skills through authentic learning. The WebQuest provides the multi-modality of texts online. The ESL students need to develop their reading, listening, writing and speaking skills, and this website is a place where the students can use and share all of the online sites that they need. This is a software that the students and teachers can use to create, deliver, stimulate, and collaborate (Megala, M., & Madhumathi, P. 2016, p. 120). I believe that the online sources can meet the differentiated learning styles and needs of each individual. Furthermore, WebQuest enables the ELLs to build or improve their academic English skills through critical thinking and metacognitive skills.
            Ismail, N., & Albakri, I. A. (2012) have investigated the reluctance of the ELLs to develop their academic writing, and they have found that one of the many helpful tools is the use of online sources. The OESs can provide a variety of online learning activities that can foster the ELL’s interests, motivations and capacity beyond their English language proficiency level. Students prefer online learning sources rather than the traditional approach of the instructors when it comes to teaching and learning academic writing skills. These OESs can provide the ELLs with opportunities to enhance their ideas in order to be able to express their input hat can be quantitative and qualitative. Ismail, N., & Albakri, I. A. (2012) indicate also the effectiveness of the SOWLR (Selected Online Writing Resources) sites, which have improved the ELLs’ academic writing skills. SOWLR sites contain a variety of online writing, grammar, and vocabulary activities that meet the students’ interests and motivations.
            I assume that considering the insights mentioned by the researchers, the online educational sources are solid benefits for the ELLs in the acquisition of their academic English language. Open Source materials (Open Resource Materials) can provide students with a variety of modalities to meet their English linguistic skills. The ELLs will construct their knowledge and skills in a comfortable zone without any constrains. Furthermore, they can develop their academic English language skills based on their desires, interests, and needs by using the OESs. The OESs support the ELLs in building their academic English skills through critical thinking activities, thereby strengthing their overall language competency.

References
Campbell, N. (2007). Bringing ESL students out of their shells: Enhancing participation through online discussions. Business Communication Quarterly, 70(1), 37-43.

Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278. doi:10.1111/bjet.12243

Megala, M., & Madhumathi, P. (2016). Enhancing Reading Skill through WebQuest in Collaborative Learning Environment. Language in India, 16(12), 119-127.

Ismail, N., & Albakri, I. A. (2012). An Analysis of ESL Students' Attitude and Interest Towards Learning to Write Essays Using Selected Online Writing Links and Resources. International Journal of Knowledge, Culture & Change Management, 11(6), 187-198.

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Mirela Zemani Papandreou teaches ESL at Rockford University in Rockford, Illinois.


Using Open Educational Sources to Teach ELL Students Effectively Mirela Zemani Papandreou Literature review The shift of attention using internet in all the aspects of life is increasing more and more. Cheng, G., & Chau, J. (2016) claim the importance of learning management systems (LMS) employed in education. LMS can distribute and evaluate the learning process. They also state that various universities have already begun using LMS, which has enabled the interaction of the students out of the classroom. The students share and collaborate their learning (Cheng, G., & Chau, J. 2016 p. 257). Thus, I assume that the educators can construct a collaborative learning environment via online educational sources. This software can enable the teaching and learning. It facilitates the interactions between the teachers and students in order to deliver a variety of instructions that can meet the diversity of students’ learning styles. LMSs can extend effectively a range of digital tools which improve the “different types of learning interaction between student and content” (Cheng, G., & Chau, J. 2016 p. 257). The implementation of cooperative and collaborative learning in the classroom has driven the students to enhance their learning skills. Campbell, N. (2007) states that ELLs are “reluctant to participate” in universities, and there is a variety of factors that prevent them from participating (Campbell, N. 2007, p. 37). Additionally, the Asian students are often not comfortable to be part of a debate, which is a cultural issue that they value the agreement rather than disagreement. Those students do not feel comfortable to express their thoughts not only because of their perspectives, but also because they sometimes lack the self-esteem. Hence, creating an online discussion for those shy students will make them comfortable enough to participate in learning conversations (Campbell, N. 2007, p. 38). I assume that when the ‘face to face” education employs the online tools to extend the students’ learning, the digital sources are a solid benefit for the ELLs in university. This is another paradigm that the online sources can create a learning environment free of anxiety. Another research conducted by Megala, M., & Madhumathi, P. (2016) emphasizes the significant role of WebQuest, another digital tool that creates a virtual classroom. They state in their study that this web-based learning constructs ESL students’ knowledge and skills through authentic learning. The WebQuest provides the multi-modality of texts online. The ESL students need to develop their reading, listening, writing and speaking skills, and this website is a place where the students can use and share all of the online sites that they need. This is a software that the students and teachers can use to create, deliver, stimulate, and collaborate (Megala, M., & Madhumathi, P. 2016, p. 120). I believe that the online sources can meet the differentiated learning styles and needs of each individual. Furthermore, WebQuest enables the ELLs to build or improve their academic English skills through critical thinking and metacognitive skills. Ismail, N., & Albakri, I. A. (2012) have investigated the reluctance of the ELLs to develop their academic writing, and they have found that one of the many helpful tools is the use of online sources. The OESs can provide a variety of online learning activities that can foster the ELL’s interests, motivations and capacity beyond their English language proficiency level. Students prefer online learning sources rather than the traditional approach of the instructors when it comes to teaching and learning academic writing skills. These OESs can provide the ELLs with opportunities to enhance their ideas in order to be able to express their input hat can be quantitative and qualitative. Ismail, N., & Albakri, I. A. (2012) indicate also the effectiveness of the SOWLR (Selected Online Writing Resources) sites, which have improved the ELLs’ academic writing skills. SOWLR sites contain a variety of online writing, grammar, and vocabulary activities that meet the students’ interests and motivations. I assume that considering the insights mentioned by the researchers, the online educational sources are solid benefits for the ELLs in the acquisition of their academic English language. Open Source materials (Open Resource Materials) can provide students with a variety of modalities to meet their English linguistic skills. The ELLs will construct their knowledge and skills in a comfortable zone without any constrains. Furthermore, they can develop their academic English language skills based on their desires, interests, and needs by using the OESs. The OESs support the ELLs in building their academic English skills through critical thinking activities, thereby strengthing their overall language competency. References Campbell, N. (2007). Bringing ESL students out of their shells: Enhancing participation through online discussions. Business Communication Quarterly, 70(1), 37-43. Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278. doi:10.1111/bjet.12243 Megala, M., & Madhumathi, P. (2016). Enhancing Reading Skill through WebQuest in Collaborative Learning Environment. Language in India, 16(12), 119-127. Ismail, N., & Albakri, I. A. (2012). An Analysis of ESL Students' Attitude and Interest Towards Learning to Write Essays Using Selected Online Writing Links and Resources. International Journal of Knowledge, Culture & Change Management, 11(6), 187-198. _________________________________________________________________________ Mirela Zemani Papandreou teaches ESL at Rockford University in Rockford, Illinois.
ITBE Link - Winter 2017 - Volume 45 Number 2