Abstract:
This is a study of an action research designed to examine the effectiveness of
using e-technology in the ESL classroom, e.g.,Vizia for reading, TED talks
for listening, Zoom Breakout Rooms for speaking, and Padlet for writing in
place of non-electronic learning tools. It involved two tertiary level 20-
member ESL classes; one as the experiment group and the other as the control
group. The control group used non-electronic learning tools in carrying out
classroom activities in writing, reading, listening and speaking, and, in doing
the same activities, the experiment group used only the above e-learning tools
and applications which are generally used both in asynchronous and
synchronous learning. These web tools and applications that address each
respective language skill were selected considering learner needs, learner
profiles, learning styles and course goals particular to this situation. Thus,
this mixed study was conducted for a period of one month and, finally, a
summative assessment representing each individual skill area was given to
both classes to evaluate the progress they made with the two respective types
of learning tools. The order in which the answer scripts were collected
indicated that 75% of the experiment group finished the test earlier than the
allocated time, whereas 55% of the control group needed even an extra
allocation of time (5-10 minutes) to finish it. In addition, the majority of the
experiment group scored better than the control group. Thus, it was
discovered that the use of e-learning tools and applications facilitated the
learners to build competence in all four language skills in a virtual
background. Moreover, it was noted that the students had a positive response
to e-technology-based learning.
Keywords: E-learning tools and
