| dc.description | Anyone teaching in an ESL classroom knows that, with few exceptions, it is difficult teaching both L1 and L2 students at the same time. L2 students are usually inhibited by the oral fluency of L1 learners, and their needs are different. Online education allows both groups to study in the same courses at the same with no detriment to either and allowing both groups to achieve success.
We compare students taking three different courses: an EAP course, an ESP course, both of which attract a number of L1 learners, and a preparatory Writing course that attracts many L2 learners. This session explores how methods of instruction can affect a teacher’s ability to support both groups of learners, and we look at both qualitative and quantitative similarities and differences in the learner experience and outcomes.
It is impossible to standardize all the possible variables: all students are adults, but apart from that their situations and circumstances vary widely, and we do not know all of the pertinent factors affecting their learning outcomes.
Online education, and asynchronous delivery in particular, allows all students to receive individualized instruction. While there are varying amounts of possible student-to-student interaction on the courses, most interaction is between a student and his or her instructor. In this way, instructors can tailor their responses to specific student needs instead of expecting students to fit into a general pattern or cookie-cutter mode of instruction. The results are rewarding and interesting. | en |
