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Register a new userEnglish Language Learning Strategies at the Syrian Virtual University: students’ and Teachers’ Perceptions
استراتيجيات تعلم اللغة الانجليزية في الجامعة الافتراضية السورية: وجهات نظر الدارسين والمدرسين
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هالة دلباني( باحث )
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هدف هذا البحث إلى زيادة معارفنا في مجال تعلم اللغة الانجليزية عن بعد، و ذلك عن طريق تقصي أنواع استراتيجيات التعلم المستخدمة من قبل متعلمي اللغة في هذا النمط الجديد من التعلم في الجامعة الافتراضية السورية.
This research seeks to extend our current knowledge in the area of distanct English language learning by exploring the language learning strategies used by students at the Syrian Virtual University (SVU).
References used
Brown, A.L.; Palincsar, A.S. (1982). “Inducing strategic learning from texts by means of informed self-control training”. Technical Report, 262. U.S. Illinois. ERIC: ED220820
Carson, J.G., Longhini, A. (2002). Focusing on learning styles and strategies: a diary study in an immersion setting. Language Learning 52 (2), 401–438
Chamot, A.U. and O’Malley, J. (1994) Language learner and learning strategies. In N.C. Ellis (ed.) Implicit and Explicit Learning of Languages (pp. 371–392). Academic Press Limited: London
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This study aimed to identify the difficulties that hinder the use of Internet among students of the Syrian Virtual University. It also tried to know the impact of variables: gender, academic specialization, owning a computer and provision of Internet
service. The study was conducted on a sample of 400 students, 200 male students and 200 female students of educational programs.
Results showed that the main difficulties that hinder the use of Internet were the student's lack of knowledge of the importance of the Internet and aim of its use. Students also believed that the disadvantages of this service were more than its advantages. Results did not show gender-based significant differences; however, there were significant differences in these difficulties attributed to variables of computer ownership and availability of Internet service in favour of students who have the computers and Internet service.
Many studies have shown that language learning strategies play a key role in the process of learning a language. With the recent great emphasis on learners autonomy much attention has been attracted to the strategies that learners invest when learning a language.
Open and distance learning is experiencing a rapid growth
throughout the world and Syria is no exception. With the turn of the new
millennium, Syria launched two state institutes for distance learning: The
Open Learning Centre (opened in 2001) and
the Syrian Virtual University
(opened in 2002). The Syrian Virtual University (SVU), one of its kind in
the whole Arab region, offers students the opportunity to gain education
through an online learning environment based on the latest technology.
Since Syria is a country where English has become an important
educational requirement, the teaching of English as a foreign language
has therefore entered the arena of distance learning.
Worldwide, Information and communication technologies (ICTs)
have gained a vital importance in satisfying the requirements of both the
new Education System and the revised Curriculum for English Language
Teaching (ELT). The experience of introduci
ng different ICTs into the
classroom and other educational settings worldwide suggests that
teachers' effective integration of technology into their curricula largely
depends on their perceptions and attitudes to the value of these tools to
achieving their instructional purposes. This research seeks to evaluate the
readiness to integrate ICTs into the current teaching practices of the
faculty at the department of English Language and Literature at
Damascus University. In a context of large classes where resources are
minimal and staff members are in short supply, using technology assisted
learning at Damascus University may help enhance education by giving
learners more flexibility and helping them evolve into more autonomous
learners. Investigating the current faculty’s reading of the value of
technology as a means of overcoming some of the restrictions imposed
by their context will uncover potential limitations on the use of ICTs in
the existing context and suggest workable solutions.
Nowadays social-psychological variables , like attitudes and motivation, gender, aptitude, etc. have been established as influential factors in the process of learning a foreign language . Therefore, this research aims at measuring the attitudes of f
ourth-year students at the Department of English towards learning English
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