文章基本信息

标题：Interaction in an EFL reading comprehension distance web-based course
其他标题：Interaction in an EFL reading Comprehension Distance Web-based Course
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作者：Osorno González, Jaime Alberto ; Lopera Medina, Sergio Alonso
期刊名称：Íkala
印刷版ISSN：2145-566X
出版年度：2012
卷号：17
期号：1
页码：45-59
语种：English
出版社：Escuela de Idiomas
摘要：Interaction requires objects and actions that influence each other (Wagner, 1994). This article reports the positive and negative effects based on four models of interaction proposed by Moore (1989) and Bouhnik and Marcus (2006) in an EFL reading comprehension distance web-based course. The methodology used was a case study and researchers used 7 different data collection instruments and the tools from the platform Moodle to collect data. Language improvement, individualized guide, a user friendly system, and a different role of the teacher are some of the findings regarding positive effects. On the other hand, the amount of exercises, anxiety, limited feed-back, lack of prompting interaction among students, and the absence of a tutorial guide are some of the negative effects. Finally, researchers conclude by highlighting the positive effects and giving some suggestions to improve the negative effects.
其他摘要：This article reports the positive and negative effects of an EFL reading comprehension distance web-based course based on four models of interaction (Bouhnik & Marcus, 2006; Moore, 1989). The methodology used was a case study, and researchers used five different data collection instruments and the tools from the platform Moodle to collect them. Some of the positive findings include: language improvement, individualized assistance, a friendly environment, and a different teacher´s role. Conversely, some of the negative results are: the number of exercises, anxiety, limited feed-back, lack of interaction among students, and the absence of a tutorial guide. In conclusion, it is suggested that web-based courses balance the number of exercises, give deeper feed-back, encourage interaction among students, and design a tutorial. Keywords: interaction, EFL reading, MOODLE platform Este artículo describe los efectos positivos y negativos en un curso de competencia lectora en lengua extranjera inglés en modalidad a distancia en la red basados en cuatro modelos de interacción (Bouhnik & Marcus, 2006; Moore, 1989). Como método de investigación se siguió el estudio de caso y se utilizaron cinco instrumentos y las herramientas de la plataforma Moodle para recolectar la información. Como efectos positivos se encuentra que hubo progreso en lenguaje, acompañamiento individualizado, ambiente amigable del sistema y un nuevo rol del profesor. Como efectos negativos, el curso tiene muchos ejercicios, hay ansiedad, la retroalimentación es limitada, no se incentiva a que los estudiantes interactúen entre ellos y no hay un tutorial. Como conclusión se recomienda balancear un número determinado de ejercicios, brindar retroalimentación amplia, incentivar la interacción entre los estudiantes y diseñar un tutorial.Palabras clave: interacción, lectura en EFL, plataforma MOODLE
关键词：EFL Reading;interaction; EFL reading; MOODLE;EFL Reading comprehension; Web based distance education