Table 1 Studies on e-learning readiness for online language learning
Author(s)/year | Variable(s) | Methodology | Results |
|---|---|---|---|
Barrette (2001) | Computer literacy | Three sources of data collection: (1) pre-training questionnaire on computer literacy, (2) records of students’ use of computers for language learning, and (3) end of semester questionnaire on computer literacy. | Basic computer skills in the beginning Significant improvement in computer skills through training by the end of the semester |
Winke and Goertler (2008b) | Ownership and accessibility of technology tools, level of ability to perform computer-based tasks, personal and academic/professional use of multimedia tools, and interest in hybrid language instruction | Researcher-made questionnaire estimating student readiness for hybrid language education | High command of computer literacy in general Inadequate access to or lack of competence in using CALL tools Need for student training |
Goertler (2009) | Variables assessed in Winke and Goertler’s (2008b) study | Winke and Goertler’s (2008b) questionnaire | High-level computer access and decent yet not advanced enough computer literacy Negative perception of hybrid foreign language instruction Need for better access and more training |
Winke et al. (2010) | Variables assessed in Winke and Goertler’s (2008b) study plus commonly taught versus less commonly taught languages and Roman alphabet versus non-Roman alphabet variables | Tech-savvy learners in need of CALL-specific tools Lower levels of computer literacy and interest in hybrid language learning among the learners of less commonly taught languages with non-Roman alphabets Necessity of learner training | |
Fageeh (2011) | Level of study, computer proficiency, learner control, motivation for learning, and online communication self-efficacy | Survey and in-depth interviews examining students’ readiness for and attitude toward e-learning | Students’ being ready to accept and use technology |
Murray and Blyth (2011) | Computer and Internet literacy/access, software use, skills, and knowledge | Adapted from Son et al. (2011) | High access to computers Low level of computer and Internet literacy |
Goertler et al. (2012) | Variables assessed in Winke and Goertler’s (2008b) study | Winke and Goertler’s (2008b) questionnaire | Inclination toward hybrid language education due to the flexibility in time and place |
Burrows and Stepanczuk (2013) | Gender, student level, age, nationality, field of study, learner autonomy, computer self-efficacy, attitude toward online learning, motivation, and English language self-efficacy | Researcher-made questionnaire measuring learner readiness for online language learning | High levels of computer self-efficacy for online language learning |