Skip to main content
SpringerLink
Log in

Internet-Based Immersive Learning (IIL): Applying Ubiquitous Web 1.0 and Web 2.0 Resources in EFL Learning

  • Conference paper
  • First Online:
Learning Technology for Education Challenges (LTEC 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1011))

Included in the following conference series:

  • 2153 Accesses

Abstract

Authentic language materials are always considered ideal language acquisition resources. Today’s generation lives with the Internet, surfing over Internet resources every day. Web 1.0 and Web 2.0 provide authentic and learner-directed resources and platforms with accessible and ubiquitous features, which greatly benefits English as a Foreign Language (EFL) learners living in non-English speaking countries. Despite abundant English resources available, most EFL learners usually still rely on the Internet resources of their first language. Therefore, this study aimed to devise a course adopting an immersive approach guiding students to live in an authentic English Internet life as native speakers do, thereby promoting EFL acquisition in real life. This study involved 62 college students around low intermediate levels in Taiwan, simulating a realistic English Internet life. Nine theme-based Internet resources were selected and task-based learning was employed. A survey was conducted at class end. Results show that four out of the five thematic websites considered the easiest to navigate and comprehend were presented via Web 1.0. Regarding the top five thematic websites that the students reported to browse after taking this course were related to recreation (music, movie, and travel), living consumption (shopping), and online community interaction (social media). Usefulness and interest are two major reasons motivating them to browse English websites. 61.3% and 38.7% of the students reported that they would “Strongly recommend” and “Recommend” this course respectively, demonstrating the effectiveness of the course. Qualitative results and implications were elaborated in the study.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 69.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 89.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Hiremath, B.K., Kenchakkanavar, A.Y.: An alternation of the Web 1.0, Web 2.0, and Web 3.0: a comparative study. Imperial J. Interdisc. Res. 2(4), 705–710 (2016)

    Google Scholar 

  2. Reyhner, J.: Native language immersion. http://jan.ucc.nau.edu/~jar/NNL/NNL_1.pdf. Accessed 18 Dec 2018

  3. Immersive Learning: Explained. https://raccoongang.com/blog/immersive-learning-explained/. Accessed 15 Dec 2018

  4. Grosjean, F.: Cognitive advantages of second language immersion education, https://www.psychologytoday.com/us/blog/life-bilingual/201401/cognitive-advantages-second-language-immersion-education. https://www.psychologytoday.com/us/blog/life-bilingual/201401/cognitive-advantages-second-language-immersion-education. Accessed 11 Dec 2018

  5. Asnawi, M., Merza, A.: The effectiveness of immersive multimedia learning with peer support on English speaking and reading aloud. Int. J. Instruction 10(1), 203–218 (2017)

    Article  Google Scholar 

  6. Puric, D., Vuksanovic, J., Chondrogianni, V.: Cognitive advantages of immersion education after 1 year: effects of amount of exposure. J. Exp. Child Psychol. 159, 296–309 (2017)

    Article  Google Scholar 

  7. Benefits of Immersion. https://hwis.org/dayschool/immersioneducation/. Accessed 18 Dec 2018

  8. Tanaka, Y., Kutsuki, A.: Motivation for learning English in the immersion environment of an international school in Japan. Int. J. Bilingual Educ. Bilingualism, 729–743 (2016). https://doi.org/10.1080/13670050.2016.1210566. Accessed 11 Dec 2018

    Article  Google Scholar 

  9. Grant, S.: Effects of intensive EFL immersion programmes on willingness to communicate. Lang. Learn. J. (2018). https://doi.org/10.1080/09571736.2017.1422274. Accessed 11 Dec 2018

  10. Different models of content-based instruction, https://zh.scribd.com/document/61046077/Different-Models-of-Content-Based-Instruction. Accessed 18 Dec 2018

  11. Brannigan, S.: Meeting 10–12 year olds’ English language learning needs through a theme-based approach. e-J. Teacher Educ. Appl. Lang. Stud. 2, 12–26 (2011)

    Google Scholar 

  12. Rosyita, U.: The effect of theme-based instruction compared to competence-based language teaching to teach reading comprehension to students with IDGH and low interest. Engl. Educ. J. 7(1) (2017). https://doi.org/10.15294/eej.v7i1.14692. Accessed 18 Dec 2018

  13. Tessier, L, Tessier, J.: Theme-based courses foster student learning and promote comfort with learning new material. J. Learn. Arts 11(1) (2015), https://eric.ed.gov/?id=EJ1087088. Accessed 18 December 2018

  14. Zhou, Y.: Application of task-based instruction to college English teaching for non-English majors in Leshan Normal University, Sichuan, China. Theor. Pract. Lang. Stud. 7(2), 153–157 (2017)

    Article  MathSciNet  Google Scholar 

  15. Huang, Y.H., Chuang, T.Y.: Technology-assisted sheltered instruction: Instructional streaming video in an EFL multi-purpose computer course. Comput. Assist. Lang. Learn. 29(3), 618–637 (2016)

    Article  Google Scholar 

  16. Kafipour, R., Jafari, S., Khojasteh, L.: The effect of task-based instruction on L2 grammar learning and motivation of Iranian EFL learners junior high school students. Riv. Publicando 5(16), 769–795 (2018)

    Google Scholar 

  17. Lee, L.: Autonomous learning through task-based instruction in fully online language courses. Lang. Learn. Technol. 20(2), 81–97 (2016)

    MathSciNet  Google Scholar 

  18. Derakhshan, A.: The effect of task-based language teaching instruction on the Iranian intermediate EFL learners’ writing performance. Int. J. Instruction 11(4), 527–544 (2018)

    Article  Google Scholar 

  19. Pierson, S.J.: Bridges to Swaziland: using task-based learning and computer-mediated instruction to improve English language teaching and learning. Teach. Engl. Technol. 15(2), 105–119 (2015)

    Google Scholar 

  20. Baralt, M., Gomez, J.M.: Task-based language teaching online: a guide for teachers. Lang. Teach. Technol. Forum 21(3), 28–43 (2017)

    Google Scholar 

  21. Loke, S.W.: Ubiquitous connections: The Internet of people and things. Crowd-Powered Mobile Computing and Smart Things. https://doi.org/10.1007/978-3-319-54436-6_1. Accessed 15 Dec 2018

    Chapter  Google Scholar 

  22. Banerjee, K.: How to incorporate Open Educational Resources (OER) into the infrastructure and pedagogy for promoting ubiquitous learning. In: Li, K.C., Yuen, K.S., Wong, B.T.M. (eds.) Innovations in Open and Flexible Education. EIS, pp. 177–184. Springer, Singapore (2018). https://doi.org/10.1007/978-981-10-7995-5_16. Accessed 15 Dec 2018

    Chapter  Google Scholar 

  23. Moser, S.: Linking virtual and real-life environments: Scrutinizing ubiquitous learning scenarios. Digital Tools for Seamless Learning. https://doi.org/10.4018/978-1-5225-1692-7.ch011. Accessed 15 Dec 2018

    Google Scholar 

  24. Juned, M., Adil, M.: Factors influencing adoption of ubiquitous Internet amongst students. International J. Inf. Commun. Technol. Educ. 11(3). https://doi.org/10.4018/ijicte.2015070106. Accessed 15 Dec 2018

    Article  Google Scholar 

  25. Uosaki, N., Ogata, H., Mouri, K.: Towards flipped learning using ubiquitous learning log system in L2 learning class. In: Chen, G., Kumar, V., Kinshuk, Huang, R., Kong, S.C. (eds.) Emerging Issues in Smart Learning. LNET, pp. 353–360. Springer, Heidelberg (2015). https://doi.org/10.1007/978-3-662-44188-6_49

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Chia Nan University, Tainan, 71710, Taiwan ROC

    Yun-Hsuan Huang

Authors
  1. Yun-Hsuan Huang
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yun-Hsuan Huang .

Editor information

Editors and Affiliations

  1. Staffordshire University, Stoke-on-Trent, Steiermark, UK

    Lorna Uden

  2. Universidad Tecnica Federico Santa Maria, Valparaiso, Chile

    Dario Liberona

  3. Universidad de Salamanca, Salamanca, Spain

    Galo Sanchez

  4. Universidad de Salamanca, Salamanca, Spain

    Sara Rodríguez-González

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Huang, YH. (2019). Internet-Based Immersive Learning (IIL): Applying Ubiquitous Web 1.0 and Web 2.0 Resources in EFL Learning. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_13

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-20798-4_13

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-20797-7

  • Online ISBN: 978-3-030-20798-4

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation