Essential Strategies for Effective Online Language Learning Programs

Reflecting journaling notes on a pilot program

Some of My Initial Thoughts

Developing an effective online language learning program requires careful planning and consideration of various factors to ensure learners' success and engagement. Working with two control groups of A1-level English language learners made me consider what needs to be done to make the program successful. Below is a comprehensive list addressing key aspects I have detected to guarantee success, from establishing clear course expectations for the students to promoting engagement with supplementary materials. Each point aims to provide practical guidance and some basis for reflecting journaling based on common challenges and best practices in online language education.

Top of Form

1. Establishing Course Expectations for Fully Online Language Learners

          The vast majority of learners who study in distant education such as a fully online language program don’t really know what they have to comply with and why. For this reason, consider the following:

·       Define clear objectives and learning outcomes.

·       Communicate course requirements, including participation expectations, assessment criteria, and communication channels.

·       Provide a detailed syllabus outlining topics, assignments, and deadlines.

·       Offer guidance on accessing course materials and navigating online platforms.

·       Encourage proactive communication and engagement.

Working on these areas can make a great difference for people interested in learning a language online where they need to understand what is expected of them.

2. Implementing Flipped Learning for Course Participants

          Based on my experience within a pilot program, it did not dawn on my students the importance of flipping their learning. It took them more than 8 weeks to realize how essential it was to prepare for class. Bearing this in mind, it is important to …

·       Introduce flipped learning concepts and benefits to participants.

·       Provide readings, multimedia content for self-study, curated materials, etc. before class by showing them where all this can be found.

·       Use synchronous class time for interactive discussions, collaborative activities, clarifying concepts, and helping students explore what they can do with the language.

·       Encourage active participation and peer-to-peer learning within breakout rooms.

·       Offer additional resources and support for self-directed learning outside of class.

Flipped learning in the program we were piloting is one of the cornerstones of language online learning in our institution. Helping students align with this way of language assimilation is key in achieving course goals and attaining a CEFR level.

3. Promoting Use of Extra Curated Materials for Language Development

          In our curriculum development unit, our working tables were full of tasks to identify extra materials to aid students in their assimilation and practice of the targe language. Students are then provided with materials aligned with course grammatical content to further comprehend it. So, if you happen to provide learners with extra curated materials don’t you forget to …

·       Highlight the value of supplementary materials for deeper understanding that can guide students to language proficiency.

·       Incorporate curated materials into lesson plans and assignments; leaving them on the platform is not enough.

·       Scaffold activities that encourage learners to engage with extra materials, such as discussion prompts, reflection questions, or webpages where they can try out what they are learning.

·       Provide guidance on how to effectively integrate extra materials into their study routines.

·       Offer incentives or recognition for utilizing supplementary resources effectively.

Our very particular student idiosyncrasy in Costa Rica already prevents us that if learners are not incentivized somehow, they won’t exactly have a direct cognitive interaction with extra material. Not many of our students, it’s clear, that will make us of these resources since they don’t count for their final grades.

4. Addressing Misconceptions About Online Programs vs. On-Site Classes

          It’s crucial to make sure that learners can identify the difference between studying remotely and being in on-site classes. Study habits and learning practices may differ for both learning scenarios. And the need to address misconceptions is imperative to …

·       Educate learners on the unique features and advantages of online learning.

·       Clarify differences in instructional methods, communication channels, and learning environments.

·       Provide examples and testimonials from successful online learners.

·       Offer support and resources for adapting to the online learning format.

How often have we heard that learning online is not the same as being in a classroom? Well, it’s not the same! and that is a fact. But if learners are not told, e.g., that in their course no printed or digital book is going to be used but the content in the language platform, cognitive interaction with grammatical and lexical content is a must. In other words, students must prepare for class communication activities.

5. Overcoming Challenges with Flipped Learning Methodology

          When students don’t really have a clear understanding of what flipped learning is can create conflicting views in terms of what the course demands from them and what they are willing to do for their own learning as long as it does not interfere with their working or personal lives. For this reason, …

·       Acknowledge potential frustrations due to conflicting work schedules.

·       Provide some flexibility in assignment deadlines and access to recorded class sessions.

·       Offer support for time management and prioritization skills and stress the importance of making room in their agendas to study.

·       Foster a supportive learning community where participants can share strategies and resources for balancing work and study commitments.

Student support is key while newbies in the online learning environment get used to the new learning scenario. It’s relevant to help them adjust or readjust their learning to an unexplored way of learning circumstances until they really become familiar with expectations and then see language acquisition results.

6. Maximizing Utilization of AI Tools like Alelo Enskill

          One important but crucial detail in this pilot project is the fact that Alelo Enskill, a kind of AI with avatars for students to interact with, was not used by language learners despite the times it was brought into class discussions for study practice. For this reason, if some sort of avatar AI is used, don’t forget to …

·       Ensure alignment between AI tools and course objectives.

·       Offer training and support for using AI tools effectively.

·       Integrate AI tasks seamlessly into course activities and assessments.

·       Provide feedback and encouragement for utilizing AI tools to practice language skills.

Because Alelo Enskill was not part of the summative assessment, students saw no value in its use. Though learners were encouraged to use it as part of their personal formative assessment, its use was minute. Do highlight its importance and incorporate it into the class continuum for students to assess what they can really do with this type of AI.

7. Encouraging Engagement with Additional Podcasts and Materials

          All course units were accompanied by a podcast with reading material for students to explore English used in ‘work readiness’ contexts. The idea behind the curricular design of this pilot and online language program is to facilitate language that can be used in working contexts by the students the next day if necessary. But learner’s attention was not on this type of reading and vocabulary materials graded with the CEFR. For this reason, …

·       Emphasize the relevance and benefits of podcast content for language learning and real-world application.

·       Integrate podcast tasks into course assignments and assessments, not just to be done for ‘pleasure’.

·       Facilitate discussion or reflection on podcast topics during class sessions.

·       Provide guidance on improving listening comprehension and vocabulary acquisition through podcast activities.

·       Monitor and provide feedback on learners' engagement with podcast materials.

It is until teachers work with these materials in class for the sake of cognitive engagement with this work readiness content that students see its real value. It’s essential to work students through the material in class and homework activities if we want them to profit from this learning experience.

8. Analyzing Performance Differences Between Control Groups

          No doubt now that the pilot program, phase 1, is finished, it is necessary to analyze the difference between the two control groups in our attempt to assess the quality of what was developed: course outlines, online written exams, oral assessments based on role plays, work readiness podcasts and exercises, and so on. But what about the internal composition of the two groups? Because of this, it is mandatory to …

·       Investigate factors contributing to performance variations between control groups, especially when one outperforms the other significantly.

·       Consider differences in learner demographics, prior knowledge, and motivation, or level of education.

·       Adjust instructional strategies and support resources based on group needs.

·       Explore potential correlations between learner backgrounds and proficiency levels.

·       Continuously evaluate and refine course delivery to maximize learning outcomes for all participants.

By addressing these points, you can develop a comprehensive approach to establish course expectations, implement effective teaching methodologies, promote engagement with supplementary materials, and address challenges in online language learning. In the end, it is the responsibility of our students to cope with all course duties, but it’s nice to pad them on their back when they are doing things well or to guide them back on track when they are seeing their learning path clearly enough to feel they are or are not progressing.

Reference

Acuña, J. (2024, April 21). The Piloting of a Fully Online Program: My own experiences. Personal Reflective Journal 2024, 1(1). 11-17.

  

Suggested Reading Comprehension Exercise

Reading Task

Instructions: These takeaways encompass key strategies and considerations for designing, implementing, and optimizing online language learning programs for diverse learner populations. Which one or ones of them are yours? Explain it to yourself, and if you wish, do include a comment for this blog post.

Clear Expectations: The need to clearly define course objectives, participation expectations, and assessment criteria to guide learners effectively.

Flipped Learning: Introduction of the concept early and provide resources for self-study to maximize classroom interaction and learning outcomes.

Supplementary Materials: The offering of curated materials aligned with course content to deepen understanding and facilitate language proficiency.

Distinguishing Online Learning: Educating learners on the unique features and advantages of online learning compared to traditional classroom settings.

Overcoming Challenges: Addressing potential frustrations and conflicts arising from balancing work or personal commitments with online study.

Utilizing AI Tools: Ensured alignment of AI tools with course objectives and provide adequate support for effective integration and utilization.

Engagement with Podcasts: Emphasis on the relevance and benefits of podcast content for language learning and real-world application.

Analyzing Performance: Conduction of thorough analysis to identify factors contributing to performance variations between learner groups.

Demographic Differences: Considerations around learner demographics, prior knowledge, motivation, and educational background when analyzing performance.

Instructional Adjustments: The tailoring of instructional strategies and support resources based on the specific needs of learner groups.

Continuous Evaluation: Regular evaluation and refinement of course delivery to maximize learning outcomes and address emerging challenges.

Encouraging Proactive Communication: Fostering an environment of proactive communication and engagement to enhance learning experiences.

Recognizing Progress: Provide feedback and recognition for effective utilization of resources and engagement with course materials.

Facilitating Real-World Application: Design activities and materials that facilitate language use in real-world contexts, such as work readiness scenarios.

Supporting Time Management: Offer support and resources for developing time management and prioritization skills to balance study and other commitments effectively.

Essential Strategies for Ef... by Jonathan Acuña