Available Online: 19 April 2020
Yuvienco, Janette Custodio*
National Taiwan University, Taiwan (email@example.com)
This article schematizes the findings of a research which, in investigating on language learning technologies in second/foreign language education, seeks to identify the relevance of ELearning on the Listening Comprehension of Taiwanese students who enroll in a Freshman English class and prepare themselves to pass a Language Proficiency Test, qualifying them to obtain a Bachelor’s degree from the National Taiwan University. Seeking a data-guided empirical approach, this study deploys a dual-purpose research design that combines quantitative sampling and preliminary with pre/post-test; and qualitative research design which deploys Debriefing, a semi-structured process of gathering in written and/or dialogue form the participants’ reflections upon their learning experiences through a series of questions that require explanation, analysis and synthesis of their learning tasks, challenges and particular actions in relation to a future second/foreign language learning endeavor. The primary data gathered from this study demonstrate that E-Learning within Blended Learning has varying impact on the Listening Comprehension of Taiwanese E-Learners who have differing degrees of listening proficiency which range from A to C, where A is equivalent to 71%-96%, B to 43%-73%, and C to 27%-42%. Although the findings do not show statistical significant difference in the E-Learners’ Listening Comprehension, E-Learning resonates its relevance to proactive Taiwanese E-Learners and their needs of learning support, as it effects positive changes to the Listening Comprehension of advanced E-Learners and negative changes to E-Learners at the beginner’s level.
Keywords: e-learning; blended learning; listening comprehension; proactive language learning strategies; Confucian heritage culture; multilingualism; content integrated language learning
Cite this article:
Yuvienco, J. C. (2020). Taiwanese ELearners’ English Language profile and proactive attitude towards unfamiliar English accents. International Journal of Research Studies in Education, 9(1), 59-72. https://doi.org/10.5861/ijrse.2020.44019