Online Resources for English Learning: Students’ Perspective

Abstract

Most studies have explored teachers’ using of online resources to facilitate English teaching, but few studies focused on how students evaluate these resources. This study aims to explore EFL learners’ perceptions of online learning resources and their evaluation of them. Participants were 170 students from different departments of one university in Taiwan. A questionnaire was completed by these participants to explore the frequency of their online learning resource use, their needs and perceived usefulness of online learning resources, and their evaluation of these resources. Moreover, the students were given a task to analyze online learning resources by themselves, serving as the reference for data triangulation. The results of this study were as follows. First, although benefits of online learning resources were acknowledged by the students, the frequency of their using of these resources was not high. Only around 20% of them used these resources frequently. Second, over 60% of the students reported that online learning resources for English listening and speaking were what they needed the most, which was followed by vocabulary and other language skills. Third, most students reported that online learning resources were helpful due to their availability without being constrained by time and space. These multifarious and extensive online resources allowed learners to learn based on personal needs and helped students improve learning autonomy. Fourth, the students reported that helpful online learning resources should be motivating and have user-friendly interface. They should make learning more personalized, such as recording one’s learning process, setting learning schedules for individuals, and providing regular assessments. In contrast, less helpful online learning resources were usually complicated to use, non-interactive, and less organized. They may be too easy or difficult for learners when proficiency levels were not provided. Some functions were limited for extra charge. These findings are discussed with pedagogical implications.

Keywords

online learning resources, EFL, learners' perception