NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075663
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
Available Date: N/A
Proficiency as a Factor in English-Medium Instruction Online Tutoring
Chen, Wen-Chun
English Language Teaching, v7 n3 p134-149 2014
The current study explored the effects of English as a foreign language (EFL) learners' proficiency level on English-medium instruction (EMI) in an online tutoring project. Sixteen Taiwanese college students (tutees) collaborated with preservice teachers (tutors) in the United States in an EMI online tutorial project. The online tutor-tutee interactions were examined to determine if the two tutee groups of two respective proficiency levels were equally receptive to EMI online tutoring based on nine indicators. The results show that learners of both levels could generate approximately equal amounts of language-related discussions and utterances. Overall, proficiency level did not impede tutees' ability to notice their linguistic gaps in interlanguage. Moreover, tutees of both proficiency levels benefited from the textual display of online interactions with their tutors during a task-based learning scheme. Among the nine indicators, successful uptake and feedback type were two strong predictors of tutees' subsequent target language (L2) learning in both groups. The findings offer pedagogical values to promotion of EMI policy in globalized higher education.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan; United States
Grant or Contract Numbers: N/A
Author Affiliations: N/A