Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion
The use of Information and Communication Technologies (ICT) in enhanced online education is playing an increasingly prominent role in various fields of tertiary education. It is used to enrich learning experiences in existing courses, which commonly require students to undertake face-to-face lessons...
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| Format: | Book Chapter |
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Nova Science Publishers
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/36849 |
| _version_ | 1848754884998856704 |
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| author | Hasegawa, Hiroshi |
| author2 | Si Fan |
| author_facet | Si Fan Hasegawa, Hiroshi |
| author_sort | Hasegawa, Hiroshi |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The use of Information and Communication Technologies (ICT) in enhanced online education is playing an increasingly prominent role in various fields of tertiary education. It is used to enrich learning experiences in existing courses, which commonly require students to undertake face-to-face lessons. It can be a great asset to learners, educators and educational institutions. Many academic courses in institutions of higher education in Australia have legislated to establish online instruction, thus providing opportunities for a broader range of students to be enrolled in their courses. It is commonly held that second/foreign language courses in higher education should generally be offered face-to-face, supported by partial ICT modes, under the name of Computer Assisted Language Learning (CALL); fully online modes in this field are extremely limited in Australia, unlike in most other academic fields. It is anticipated to be many barriers to the smooth application of CALL approaches to language learning. However, it is a field of research which attracts much attention and is certain to develop further as the natural trend is toward ICT-based education in general. This chapter discusses the recent trends in fully online teaching and learning in second or foreign language courses at tertiary level. It then explores new challenges in the practice of online Japanese language education on two fronts: its teaching and learning effectiveness and the restriction imposed by the technological replacement of the traditional approach. This chapter also proposes solutions and considers the implications for further discussion and investigations. |
| first_indexed | 2025-11-14T08:47:31Z |
| format | Book Chapter |
| id | curtin-20.500.11937-36849 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:47:31Z |
| publishDate | 2015 |
| publisher | Nova Science Publishers |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-368492023-02-27T07:34:28Z Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion Hasegawa, Hiroshi Si Fan Thao Le, Quynh Le Japanese assignment ethics and integrity productive skill Second language learning ICT fully online limitation The use of Information and Communication Technologies (ICT) in enhanced online education is playing an increasingly prominent role in various fields of tertiary education. It is used to enrich learning experiences in existing courses, which commonly require students to undertake face-to-face lessons. It can be a great asset to learners, educators and educational institutions. Many academic courses in institutions of higher education in Australia have legislated to establish online instruction, thus providing opportunities for a broader range of students to be enrolled in their courses. It is commonly held that second/foreign language courses in higher education should generally be offered face-to-face, supported by partial ICT modes, under the name of Computer Assisted Language Learning (CALL); fully online modes in this field are extremely limited in Australia, unlike in most other academic fields. It is anticipated to be many barriers to the smooth application of CALL approaches to language learning. However, it is a field of research which attracts much attention and is certain to develop further as the natural trend is toward ICT-based education in general. This chapter discusses the recent trends in fully online teaching and learning in second or foreign language courses at tertiary level. It then explores new challenges in the practice of online Japanese language education on two fronts: its teaching and learning effectiveness and the restriction imposed by the technological replacement of the traditional approach. This chapter also proposes solutions and considers the implications for further discussion and investigations. 2015 Book Chapter http://hdl.handle.net/20.500.11937/36849 Nova Science Publishers restricted |
| spellingShingle | Japanese assignment ethics and integrity productive skill Second language learning ICT fully online limitation Hasegawa, Hiroshi Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title | Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title_full | Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title_fullStr | Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title_full_unstemmed | Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title_short | Fully Online Second Language Education at Tertiary Level: A Pedagogical Analysis and Critical Discussion |
| title_sort | fully online second language education at tertiary level: a pedagogical analysis and critical discussion |
| topic | Japanese assignment ethics and integrity productive skill Second language learning ICT fully online limitation |
| url | http://hdl.handle.net/20.500.11937/36849 |