THE NOTION OF ONLINE TEACHING FOR ENGLISH LANGUAGE ACQUISITION
Many different terms circulate through World Wide Web when it comes to discussing the pros and cons of modern learning and teaching foreign languages. Modern living demands modern teaching models, which is believed to help learners acquire language knowledge easily and in a more natural way. Therefore, we are faced with a variety of terms relating to the electronic way of language learning as, for example, E-learning, distance learning, online learning etc. All of the terms reflect similar approaches and methods in teaching language acquisition in “natural” circumstances. “Natural” should be understood as the teaching setting and environmental conditions that resemble the learners’ native living and working atmosphere. The question is whether this type of teaching offers particularly positive effects on language learning process? The purpose of this paper is to designate the negative effects together with positive ones approved by both students and teachers. The investigation was carried out and we will show the results through brief discussion in the paper. The aim of this paper is to start the brief discussion of the matter from the following assumptions: 1. Pedagogical, psychological and methodological factors play a key role in arranging a workspace, the classroom as a place of teaching a foreign language; 2. Classroom equipment, traditional or virtual, furniture and innovative technological and electronic means, are some of the important factors of successful teaching; 3. Learning materials, multimedia presentations, electronic textbooks and other resources that are provided over the Internet make a significant source of linguistic material; 4. Designing an online platform for foreign language learning determines the specificity of E-learning; 5. The concept of the classroom gets another dimension with the help of IT communication technologies. With this paper, we want to point to the fact that online teaching opens up new levels of creativity and opportunity for a teacher. Teaching online drives us to surpass ourselves and focus more on innovative teaching methods, new strategies, and approaches involved with new technologies that ease learning and acquisition of a foreign language. Students are digital natives, and they deserve to be taught with 21st-century technology.
Anderson, L. W. & Krathwohl, D.R., et al. A taxonomy for learning, teaching and assessing: A revision of
Bloom's taxonomy of educational objectives. New York: Longman, 2001.
Blattner, G., & Fiori, M. Facebook in the language classroom: Promises and possibilities. Instructional Technology and Distance Learning (ITDL), 6(1), 17−28, 2009.
Caspi, A., & Blau, I. Online discussion groups: The relationship between social presence and perceived learning. Social Psychology of Education, 11, 323-346, 2008.
Chickering, A.W. & Gamson, Z.F. Seven principles for good practice in undergraduate education. American Association of Higher Education Bulletin, vol. 39, no.7, pp 3-7. 1987, Online version.
Đolić,S. Globalizacija i menadžment u nastavi stranih jezika. Engleski jezik na početku
III milenijuma. Kosovska Mitrovica: Filozofski fakultet, 2013.
Richardson, J.C., & Swan, K. Examining social presence in online courses in relation to students’ perceived
learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88, 2003.
Rourke, L, Anderson, T., Garrison, D.R., & Archer, W. Assessing social presence in the asynchronous
text-based computer conferencing. Journal of Distance Education, 14(2), 50-71, 1999.