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dc.contributor.authorChen, Julia
dc.contributor.authorChau, Juliana
dc.contributor.authorLim, Grace
dc.contributor.authorLi, Voyce
dc.date.accessioned2018-11-20T08:49:54Z
dc.date.available2018-11-20T08:49:54Z
dc.date.issued2015
dc.identifier.issn2444-3921
dc.identifier.urihttp://hdl.handle.net/10396/17496
dc.description.abstractThe range of technological applications in different educational contexts makes it necessary for continued inquiry into online language learning (OLL), especially in relation to its impact on different learner populations whose perception and acceptance of OLL can vary across settings. This pilot study involved 66 Chinese students in a Hong Kong university and examined their OLL experience in online reading and listening activities. Results of the study suggest the easy availability of internet resources can greatly enhance students’ OLL experience, while raising four challenges in the areas of online materials development, student motivation, pedagogy-technology interface, and intercultural communicative competence. Possible ways of tackling such challenges are outlined. The article concludes with a view that successful OLL needs to be predicated on a tripartite framework of hardware, software and humanware.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Córdoba, UCOPresses_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Journal for 21st Century Education 2(2), 35-54 (2015)es_ES
dc.subjectOnline language learninges_ES
dc.subjectTechnology-enhanced language learninges_ES
dc.subjectEnglish reading and listening skillses_ES
dc.titleOnline language learning to develop english reading and listening skills in university students: a pilot stuy in Hong Konges_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://www.uco.es/ucopress/ojs/index.php/ij21ce/indexes_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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