P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 0

Online Language Learning:

Perspectives of ESL Practitioners in a
Virtual Classroom

1ST SEMESTER S.Y. 2019 – 2020

TESL 607 ESL PROGRAM AND DEVELOPMENT
DR. ANNABELLE A. GORDONAS

Names:
Jamaica M. Andrade
Maria Rizza V. Lopez
Janella Marie B. Recaplaza
Ernahessa P. Reyes
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 1

I. INTRODUCTION

The rising demand for English as a Second Language (ESL) teachers in non-English

speaking countries such as South Korea, Japan, China etc. paved way for online language

teaching. Since the vast improvement of internet and digital devices in the recent years,

ESL teaching and learning has escalated rapidly. Online ESL tutorial companies that cater

to different nationalities has increased worldwide. In the Philippines, it has been more than

a decade since English-teaching have started. To meet the increasing pressure, a China-

based ESL platform is seeking to hire more than 100,000 English teachers from the

Philippines in the next five years (Gonzales, The Philippine Star, 2019).

The main requirements of ESL firms are teaching skills, English proficiency, and

attitude. On the other hand, such companies also want teachers with technical skills;

practitioners who are capable of using online applications, websites, tools, and digital

devices. Traditional classrooms have always proven to be effective when it comes to

language learning. But virtual environment are yet to be proven effective primarily on the

improvement of four macro skills - listening, reading, writing, and speaking.

A paper by Son, J.B. (2011), Online Tools for Language Teaching, comprehensively

discusses the different online tools that ESL teachers can use in a traditional and virtual

classroom. Additionally, he states that it has been difficult to choose the right devices for

specific purposes due to the abundance of tools found on the internet. It is important to

choose and evaluate such tools which can be used for online language learning.

There are few researches done previously on online language learning. Since ESL

companies have distinct tools and applications, student’s outcome could vary from
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 2

platform to platform. The end results are affected by the efficiency and proficiency of the

teacher, platform, and tools.

As stated by Jabin S.S. & Thomas A.J. (2015), it is significant to contribute on

online English learning research for there is little evidence of how effective virtual

classrooms are. In addition to their statement, further studies will help ESL practitioners to

comprehend the difficulties that students face online.

In this study, the researchers will try to evaluate the effectiveness of the current ESL

teaching-learning trends and online tools.

Statement of the Problem

This study investigates the perspectives of ESL practitioners in a virtual classroom

in using technology and precisely answers the following questions:

1. What are the common useful online tools in a virtual classroom?

2. What are the common responses of online teachers in using online learning
environment?
3. What are the common web tools useful for online practitioners?
4. How efficient is online practice in providing opportunities to enhance the four macro
skill (Reading, Writing, Listening, and Speaking)?
5. How effective is student-instructor’s interactive discussion in strengthening the four
macro skills (Reading, Writing, Listening, and Speaking)?
6. How effective is online language learning in enhancing the four macro skills
(Reading, Writing, Listening, and Speaking)?

7. What is the overall effectiveness of online language learning in enhancing the four
macro skills (Reading, Writing, Listening, and Speaking)?
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 3

Scope

This research will focus on the ESL practitioners in a virtual classroom in the

Philippines. The paper will answer the impact and relevance of using technology in Online

Language Learning.

Importance of the Study

The researchers find this study relevant to the present status of education. As 21 st-

century learners emerge, there is also a need to improve and enhance the teachers’

strategies in teaching, one of which is through online learning. Rich, E. (2010) put

emphasis on digital literacy as one of the 21st-century skills that students should possess.

Digital Literacy is the ability to use information and communication technologies to find,

evaluate, create, and communicate information, requiring both cognitive and technical

skills"(edweek.org). Therefore, as online language learning slowly becoming a new trend

in virtual classroom, there is a need to assess the effectivity of online teaching in learning

acquisition and whether these learning tools or web tools can greatly enhance the

knowledge of the students especially in four macro skills (Reading, Writing,

Listening, and Speaking).

The outcomes of this research can help the teachers whether they are teaching

online or in an actual classroom and the students as well. The ESL teachers can benefit a

lot from this research as they make it a guide if their online tools are still effective to use

or ineffective that needs to be updated. For non-online teachers, they can reflect on the

traditional teaching strategies that they use in class and utilize some web tools in their
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 4

actual teaching. The students will be able to appreciate the importance and advantages of

these tools in education and they can be guided with the right usage of these tools.

II. RESEARCH METHODOLOGY

The study used the quantitative method to gather the necessary data. This paper

includes the responses of the teachers regarding the issues and challenges they have

encountered in teaching English online. An online survey technique was used to gather

data needed for the study. The gathered data will serve as a tool to identify the possible

solutions and interventions to neutralize the problem and challenges that Online English

teachers experience.

Sources of Data

The respondents of the study were teachers from different ESL companies. They

were asked to participate in an online survey which was conducted through a Google

Survey form with the use of a 5-point Likert scale questionnaires.

Data Analysis

The researchers used the analytical software IBM SPSS Statistics Tool which

automatically computes the frequency and mean distribution as well as creates an

organized presentation of the results. To give evaluations for the mean, equivalent verbal

interpretations of the scale is given.

 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 5

III. RESULTS

1. PERCEPTION OF ONLINE TEACHERS IN THE USEFULNESS OF WEB

TOOLS IN A VIRTUAL CLASSROOM

Table 1

Mean Distribution of Frequency of Useful Online

Tools in a Virtual Classroom

FREQUENCY
ONLINE TOOLS MEAN VI RANK
5 4 3 2 1
1. Reference Books in
17 11 1 0 0 4.55 HE 3
Digital Format
2. Videos and
21 5 3 0 0 4.62 HE 2
Animations
3. E-mail 12 9 7 1 0 4.10 E 6
4. Discussion Boards 12 15 2 0 0 4.34 HE 5
5. Mobile
Applications (Translation
21 7 1 0 0 4.69 HE 1
Apps, Dictionaries,
Educational Apps)
6. Social Media
18 9 1 1 0 4.52 HE 4
Websites or Applications
Overall Weighted Mean 4.47 HE
Legend: 1.00 to 1.80 – Not Effective (NE); 1.81 to 2.60 – Less Effective (LE); 2.61 to 3.20 – Moderately
Effective (ME); 3.21 to 4.20 – Effective (E); and 4.21 to 5.00 – Highly Effective (HE)

As presented in the table, Mobile Applications (Translation Apps, Dictionaries,

Educational Apps' tops the list as highly effective inside the virtual classroom with a mean

of 4.69. This is followed by Videos and Animations, Reference Books in Digital Format,

Social Media Websites or Applications and Discussion Boards which the results says are

also 'highly effective' with a mean of 4.62, 4.55, 4.52 and 4.34 respectively. On the other

hand, using email while teaching online proves to be effective. The result is supported by

the fact that the younger generation are into Mobile Applications. They are using their
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 6

phones in almost everything that they do, and they find it useful and handy to use their

mobile while learning a second language.

Table 2

Mean Distribution of Frequency of common responses of Online Teachers in using Online

Learning Environment

COMMON FREQUENCY
5 4 3 2 1 MEAN VI RANK
RESPONSES
1. There are means to
interact with their fellow 8 10 4 2 5 3.48 A 4
students online
2. The use of videos
and animations has increased
the amount of information my
14 6 3 2 4 3.83 A 1
students learned.
3. There should be more
support material like quizzes, 12 8 1 4 4 3.69 A 2
animations, etc.
4. There are means to
interact with teachers online.
10 10 1 1 7 3.52 A 3
5. The students can
work at their own pace and 7 8 7 4 3 3.41 A 5
procrastinate.
6. The students are web
proficient. 5 9 7 7 1 3.34 A 6
7. The teachers are web
proficient. 6 12 5 2 4 3.48 A 4
Overall Weighted Mean 3.54 A

Legend: 1.00 to 1.80 – Strongly Disagree (SDA); 1.81 to 2.60 – Disagree (DA); 2.61 to 3.20 – Neutral (N);
3.21 to 4.20 – Agree (A); and 4.21 to 5.00 – Strongly Agree (SA)
Table 2 shows the common responses of Online Teachers in using Online Learning

Environment.

The results show that the teachers 'agree' to use videos and animations to increase

the amount of information learned by their students with a mean of 3.83. It is presented that
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 7

the practitioners 'agree' to the idea that there should be more support material like quizzes,

animations, etc. having the mean score of 3.69.

On the other hand, online teachers doesn't have the opportunity to interact with

other teachers and same goes with students who doesn't interact with their fellow students

online.

The data also shows that teachers are web proficient, students can work at their own pace

and procrastinate and students are web proficient too having the mean score of 3.48, 3.41

and 3.34 accordingly.

Table 3

Mean Distribution of Frequency of Useful Web Tools

 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 8

in a Virtual Classroom

FREQUENCY
WEB TOOLS MEAN VI RANK
5 4 3 2 1
1. Wi-Fi Technology & 8 9 9 1 2 AA 1
Internet 3.69
2. Computer, Laptop, 8 8 11 0 2 AA 1
Tablet, Cellphone 3.69
3. Social Networking 7 7 12 3 0 AA 2
and Blogs 3.62
4. Audio Files – 4 8 12 5 0 AA 4
Podcasts 3.38
5. Educational Websites 6 8 9 4 2 AA 3
(Coursera, Edmodo,
Blackboard etc.) 3.41
Overall Weighted Mean 3.56 AA
Legend: 1.00 to 1.80 – Very Poor (VP); 1.81 to 2.60 – Below Average (BA); 2.61 to 3.20 – Average (A);
3.21 to 4.20 – Above Average (AA); and 4.21 to 5.00 – Excellent (E)

Table 3 shows the Mean Distribution of Frequency of Useful Web Tools in a Virtual

Classroom.

According to the data, the teachers in a virtual classroom find Wi-Fi Technology &

Internet and Computer, Laptop, Tablet, Cellphone as useful web tools with both having a

computed mean of 3.69. They also agree that Social Networking and Blogs, Audio Files –

Podcasts and Educational Websites (Coursera, Edmodo, and Blackboard etc.) are useful

inside a virtual environment with a mean score of 3.62, 3.41 and 3.38 respectively.

2. PERCEPTION OF ONLINE TEACHERS IN THE EFFECTIVENESS OF ONLINE

LANGUAGE TEACHING IN ENHANCING THE FOUR MACRO SKILLS

Table 4
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 9

Mean Distribution of Frequency the efficiency of online practice in enhancing the four

Macro Skills (Reading, Writing, Listening, and Speaking)

FREQUENCY VI
MEAN
5 4 3 2 1
I find online practice efficient
in providing opportunities to
enhance the four Macro Skills 8 18 1 0 2 4.03 A
(Reading, Writing, Listening,
and Speaking).
Overall Weighted Mean 4.03 A
Legend: 1.00 to 1.80 – Strongly Disagree (SDA); 1.81 to 2.60 – Disagree (DA);
2.61 to 3.20 – Neutral (N); 3.21 to 4.20 – Agree (A); and 4.21 to 5.00 – Strongly Agree (SA)

Table 4 presents the Mean Distribution of Frequency the efficiency of online practice

in enhancing the four Macro Skills (Reading, Writing, Listening, and Speaking).

The respondents 'agree' that online practice is efficient in providing opportunities

to enhance the four Macro Skills (Reading, Writing, Listening, and Speaking) with a

computed mean of 4.03.

This statement is supported by the idea that the students enjoy using technology

inside the classroom. They even use their mobile phones in learning a second language.

By utilizing online assessment, the teachers can use a variety of online material that would

maximize the enhancement of the four Macro Skills.

Table 5

Mean Distribution of Frequency of the effectivity of student- instructor’s interactive

discussion in strengthening the Macro Skills: Reading,

Writing, Listening, and Speaking

 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 10

FREQUENCY MEAN VI
5 4 3 2 1
Do you find student-
instructor's interactive
discussion effective in 3.69
strengthening the four Macro 5 13 8 3 0 E
Skills: Reading, Writing,
Listening, and Speaking?
Overall Weighted Mean 3.69 E
Legend: 1.00 to 1.80 – Not Effective (NE); 1.81 to 2.60 – Less Effective (LE); 2.61 to 3.20 – Moderately
Effective (ME); 3.21 to 4.20 – Effective (E); and 4.21 to 5.00 – Highly Effective (HE)

Table 5 illustrates the data for Mean Distribution of Frequency of the effectivity of

student instructor’s interactive discussion in strengthening the Macro Skills: Reading,

Writing, Listening, and Speaking.

The ESL Practitioners find the student- instructor’s interactive discussion in

strengthening the Macro Skills: Reading, Writing, Listening, and Speaking 'effective' with

a computed mean of 3.69. In the interactive discussion, students are given the opportunity

to share their thoughts and be involved in their learning environment. On the other hand,

teachers are also given the chance create a differentiated learning environment as well as

use multiple teaching strategies.

Table 6

Mean Distribution of Frequency of the overall effectiveness of online language learning in

enhancing the four Macro Skills: Reading, Writing, Listening, and Speaking

FREQUENCY VI
MEAN
5 4 3 2 1
Rate the overall effectiveness 7 14 7 1 0 3.93 E
of online language learning in
enhancing the four Macro
Skills: Reading, Writing,
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 11

Listening, and Speaking

Overall Weighted Mean 3.93 E

Legend: 1.00 to 1.80 – Not Effective (NE); 1.81 to 2.60 – Less Effective (LE); 2.61 to 3.20 –
Moderately Effective (ME); 3.21 to 4.20 – Effective (E); and 4.21 to 5.00 – Highly Effective (HE)

Table 6 presents the Mean Distribution of Frequency of the overall effectiveness of

online language learning in enhancing the four Macro Skills: Reading, Writing, Listening,

and Speaking.

As shown in the table, ESL Practitioners find online language learning 'effective' in

enhancing the four Macro Skills: Reading, Writing, Listening, and Speaking with a

computed mean of 3.93. This further explains that studying a foreign language through

online learning is efficient and can highly increase the student’s capability in performing

academic tasks that would require the use of the four Macro skills.

IV. DISCUSSION

Findings and Conclusions

The study aims to investigate the perspectives of ESL practitioners in a virtual classroom

in using technology. In order to get the answer of the first research question and to assess the

online tools used for language learning, the ESL practitioners were asked to rate the

following tools on a scale of 1-5 with 1= not effective and 5= highly effective. It is
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 12

interesting to note from the findings that most teachers rated mobile application(M=4.69),

videos and animation(M=4.62), reference books in digital format(M=4.55), social media

websites(M=4.52), and discussion boards(M=4.34) as highly effective as seen in table 1. The

reason stated for the high preference of the tool was its availability and accessibility to the

information such as using Google, Safari, Merriam Webster applications for quick searching

of information. While, E-mail(M=4.10) was rated as effective only by the participants.

In table 2, the participants were given various responses of online teachers in using

online learning environment. Interestingly, most of the participants Agree with the use of

videos and animations in the increased amount of information learned by the

students(M=3.83). The reason for this agreement was the fact that students learn more

visually, using pictures and illustrations. Meanwhile, others also agree that online learning

environment should be supported with quizzes(M=3.69), that it is a medium for interaction

between student and teacher(M=3.52), that it is a medium for students’ interaction(M=3.48),

that it makes teachers web proficient(M=3.48), that it let students work on their on

pace(M=3.41), and that it makes students web proficient(M=3.34).

The following web tools are found useful to the virtual classroom, the participants

were asked to rate the students’ proficiency in the tools. The table 3 reveals that the students

were above average in using WiFi-Technology and internet(M=3.69), and computer, laptop,

tablet, cellphone(M=3.69). Most of these online learners where born with technology, thus

with the young age, they were aware of the usual technical terminologies and they were

taught to operate it. On the other hand, other students were also using social networking and

blogs(M=3.62), Educational websites(3.41), and Audio Files-podcasts(M=3.38).

 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 13

More interestingly, the ESL practitioners agrees that online practice is efficient in

providing opportunities to enhance the four macro skills(Reading, Writing, Listening, and

Speaking) because of various web tools that can be utilized by both the students and the

teachers. Various teaching strategies can be implemented as well with the use of WIFI and

internet, the practitioners can experiment some approaches to the teaching of English

language, and the resources are accessible everywhere in the virtual world. They also find

student-instructor’s interaction effective in strengthening the macro skills, even though the

chats are more popular as a medium of communication, the best learning is yet with actual

interaction between the student and teacher. Nevertheless, there are some web tools that can

be used to materialize an actual teaching such as video chats, facetime, and skype. Overall,

the study shows that ESL practitioners find online language learning effective in enhancing

the macro skills, since the students of today can learn best with the use of technology.

Recommendations

Based on the findings and conclusions drawn after the conduct of this research, the

researchers ended up with the following recommendations:

1. To increase the efficiency of virtual classrooms, it is suggested that online teachers

utilize online tools such as free mobile applications, YouTube videos, and eBooks as in-

class, assignment, and reference materials.

 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 14

2. Virtual classrooms like Google Classroom, Blackboard, and Schoology should be used.

Classes are one-on-one and ESL students cannot interact with other ESL students due to

location differences. Such tools could help them to discuss, interact, and ask questions to

other students enrolled in the same platform.

3. Since most students are proficient at using the internet and digital devices, ESL

companies are recommended to create a mobile application, website or software that would

synchronize the activities and progress of students. ESL students could view their tasks and

development on both phone and laptop/PC.

4. Macro skills development through online was difficult to administer before the

advancement of the internet and digital devices. Nonetheless, with proper and continuous

monitoring through synchronous online applications and websites, students could improve

not just their macro skills but the speech rate and fluency skills too.

The results of this study may provide sufficient information to improve the current status

of online language learning. Similarly, future studies should either execute a wider range or

focus on one company to try a synchronized ESL platform.

REFERENCES

Gonzales, I. (2019, Jan. 5). NY-listed China online education firm to tap 100,000 English
teachers from the Philippines. The Philippine Star. Retrieved from: https://www.philstar.com

Heitin, Liana. (2016). Digital Literacy: An Evolving Definition. Education Week. Retrieved
from: https://www.edweek.org

Jabeen, S.S. & Thomas, A.J. (2015). Effectiveness of Online Language Learning. Retrieved
from: http://www.iaeng.org/publication/WCECS2015/WCECS2015_pp297-301.pdf

Rich, Elizabeth. (2010). How Do You Define 21st-Century Learning. Education Week.
Retrieved from: https://www.edweek.org
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S 15

Son, J.B. (2011). Online Tools for Language Teaching. TESL-EJ. Retrieved from:
http://www.tesl-ej.org