Beyond the classroom: Videoconferencing English class in the study centers.
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As communicative ability has become important in school as well as in society, access to English education and real communication opportunities in English can have an immense influence on students’ higher education paths and career opportunities. This may further aggravate the inequality between the haves and have-nots that exists in our society and endanger the future for students. This study investigated a videoconferencing English program as an alternative English program to foster student English abilities in community study centers. In the four community study centers, 41 students and 11 teachers participated in the present study. The study employed both quantitative and qualitative methods. The study explored the current situations of the students in the centers in regards to English education, the degree of the students’ satisfaction in the videoconferencing English class, and the ways in which the videoconferencing English programs promoted the students’ English proficiencies. The results of the study indicated that the students in the centers needed further support in English education, particularly authentic communication opportunities. The study also showed that the program enhanced student motivation and satisfaction,lowered their anxieties, and increased the amount of communication opportunities. As a result, the post-test and post-survey confirmed that the students’ overall English proficiencies were promoted.
Abstract
As communicative ability has become important in school as well as in society, access to English education and real communication opportunities in English can have an immense influence on students’ higher education paths and career opportunities. This may further aggravate the inequality between the haves and have-nots that exists in our society and endanger the future for students. This study investigated a videoconferencing English program as an alternative English program to foster student English abilities in community study centers. In the four community study centers, 41 students and 11 teachers participated in the present study. The study employed both quantitative and qualitative methods. The study explored the current situations of the students in the centers in regards to English education, the degree of the students’ satisfaction in the videoconferencing English class, and the ways in which the videoconferencing English programs promoted the students’ English proficiencies. The results of the study indicated that the students in the centers needed further support in English education, particularly authentic communication opportunities. The study also showed that the program enhanced student motivation and satisfaction,lowered their anxieties, and increased the amount of communication opportunities. As a result, the post-test and post-survey confirmed that the students’ overall English proficiencies were promoted.
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