E-learning has developed over ten years and has had a huge effect for students on different courses in the universities. Actually, it is a new kind of technology used to support the learning and teaching, such as radio, music, magazine and web pages. The features of e-learning are that is can let learners gain knowledge and abilities from a variety countries on the Internet and it also overlaps all kinds of information and data in different courses. This research paper is divided into four parts. First is the background and the definition of e-learning. Second is the positives aspects of e-learning of the English language learning. Third is the negative aspects of e-learning of the English language learning and the last is the effects of e-learning after its use by students in universities on the class.
There are a lot of definition of e-learning, one of the definition is “involves a web-based component, enabling the collaboration and access to content that extends beyond the classroom.” (Bichsel, 2003).
Therefore, according to Mohammadi et al’s (2010) study, it describes that e-learning can increase students interesting in multimedia, such as television, animation and movies, and learners can study after the class anytime and anywhere. (Bureau Education, 2009).
However, most research papers declare the positive aspects of e-learning, these has little studies show the negatives. The purpose of this paper is to investigate the effect of e-learning using in the universities.
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There following some reasons why e-learning is beneficial for students. Mahammidi et al. (2011) illustrate that multimedia learning can increase students’ motivation through music and television, because students can focus on the pronunciation, intonation and sound. Second, Bureau Education (2009) points out those learners can learn with friends or classmates anytime and anywhere outside the classroom. Next, it also can help students’ communication with native speakers who come from different countries to improve their speaking, because they can make new friends and chat with them. (Mohammidi, Ggorbani and Hamidi, 2011).
After that, Bureau Education (2009) demonstrates that schoolchildren can find some references and web pages with relate with their interests and learn them leading to abilities learn at home.
Then based Mohammadi et al. (2011) state that students can interview new strategies to improve their English skills without teachers on the Internet. Therefore, learners can gain confidence from e-learning, such as online games, because when they pass the mission, they believe their language skills improve gradually. In addition, students also can obtain new vocabularies and correct their pronunciation. Next, e-learning can help learners decrease pressure because they can do homework with other classmates online or group members to finish it. In addition, it also can increase students’ interest and motivation to study a variety courses. For the next step, students can receive some knowledge from 3D or vivid movies or videos when the teacher explain or teach with difficulty in the classroom, such as design step. Finally, Bureau Education (2009) shows that through the e-learning via the multimedia, students can have interacted with teachers to realize abstract concepts more readily in the courses.
However, e-learning will reduce the interactions between students and teachers, it will caused decrease the social relationship and students will lack of the experiences to deal with problems. Therefore, Mohammadi et al. (2011) describe that learners can not realize the different culture from foreigners because they stay in their country to learn language through the Internet. Then Fryer et al. (2014) declare that e-learning will reduce learners’ motivation in formal education, because possibly they can not concentrate in the class or with textbooks. After that, Mohammadi et al. (2011) point out that students can not get some practical experiences because of the use of only images in the teaching materials to learn the some limitations. For example, teachers only use video or some online resources and do not focus on the textbook; and sometimes the data may disappear from online sources.
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Nowadays, there are thousands of ways for people to expose themselves to knowledge. Getting more and more knowledge has always been human’s desire. Schooling, therefore, is now becoming more and more popular. However, many people think that things learned in school are not enough for a person’s education. In my opinion, what we experience through real life would outweigh things that we are taught ...
To sum up all the information, we understand that using e-learning in the universities for students can increase their interest and motivation to learn English. It also can improve their language skills. During the past 10 years, e-learning can decrease learners’ pressure and stress in the class. Especially, it can make students study with their classmates or friends without teachers after the class via video conferencing and messaging. Nevertheless, there have few reports that propose the opposite result to compare the positive and negative of e-learning in the universities. The conclusion suggests that students can receive more adverse side after using e-learning in the class in the universities. Finally, e-learning can give a lot of training for normal people in the society. As a result, many countries encourage the use of e-learning in the universities. More future research is needed to find any adverse effects of e-learning languages.
References
1.Bichsel, J.(2013).
The state of e-learning in higher education: An euye toward growth and increased access. Louisville, CO: EDUCASE Center for Analysis and Research.
2.Bereau Education (2009).
Working group on textbook and e-learning resources development.
3.Fryer, L.K., Boree, H.N., and Nakao, K. (2004).
E-learning: Reasons students in Research. Language learning courses don’t want to. Computer & Education. [journal] 74, pp26-36.
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4.Mohammadi, N., Ghorbani, V. and Hamidi, F. (2011).
Effects of e-learning on language learning. Procedia Computer Science. [journal]. 3, pp464-468.
