Papers by Napat Jitpaisarnwattana
Research and Practice in Technology Enhanced Learning, 2022
In the last decade, Language MOOCs have attracted a lot of interest for their potential to enhanc... more In the last decade, Language MOOCs have attracted a lot of interest for their potential to enhance language learning. However, how learners engage with MOOC environments and realise their benefits, remains unclear. The current study adopts activity theory (Engeström in J Educ Work 14:133–156, 2001) as a lens to comprehend the affordances and limitations in an LMOOC dealing with English presentation skills called Presentation@work. Data were collected via semi-structured interviews with 22 participants. The data were then analysed using thematic content analysis and triangulated with the participants’ profiles using learning analytical procedures. The results showed that peer learning, personalisation, and social interaction opportunities were perceived as affordances by the participants, while lack of proficiency, lack of affinity, course content, and lack of teacher presence were seen as limitations. Relationships between the perceived affordances and limitations and different types of participants were also found. The findings demonstrate that the LMOOC activity system is dynamic and complex and that the learners play a central role in interacting with different aspects of the system. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
international Journal of Learning, Teaching and Educational Research, 2022
Given the large amounts of learning data they generate and their flexible nature, Language Massiv... more Given the large amounts of learning data they generate and their flexible nature, Language Massive Open Online Courses (LMOOCs) allow for the emergence of various forms of personalisation. This study examines how 137 language learners personalised their learning in a Language MOOC on English presentation skills. It also investigates learner-reported reasons that encouraged them to either follow a personalised learning pathway (PLP) suggested to them by the system, or choose to devise their own individual (personal) learning plan (ILP). Data were collected using three instruments: course analytics, personalised questionnaires and semi-structured interviews. The results demonstrate that learners used several forms of personalisation, with an ILP being the most prominent. Learners who opted to follow a PLP cited an appropriate level of content as their primary reason for doing so, while those who chose to devise their own ILP cited having control over their learning and individual preferences as their main reasons. We conclude that LMOOC learners were more likely to devise their own learning plan than to follow a recommended plan and that the optimal design for an LMOOC is to combine both types of personalisation.
jaltcall journal, 2021
This study examines how 136 language learners interacted with other learners in and out of a Lang... more This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. it also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner-learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
Online Learning
In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their ... more In the last decade, there has been a great deal of interest in language MOOCs (LMOOCs) and their potential to offer learning opportunities for large audiences, including those in disadvantaged communities. However, experiences and research have shown MOOCs to suffer from several challenges. Chief among these have been low participation and completion rates, which are often attributed to limitations in how opportunities for personalisation and social interaction are implemented. For the current study, a dedicated LMOOC was designed and implemented, called the “Social and Personal Online Language Course (SPOLC).” This language learning environment incorporates a recommendation system and emphasizes personalisation and social interaction. The study identified the types of learning behaviour that were related to course completion and observed how 270 learners in the LMOOC used the various course features. The data were collected using learning analytical methods and analysed using binar...
The JALT CALL Journal, 2021
This study examines how 136 language learners interacted with other learners in and out of a Lang... more This study examines how 136 language learners interacted with other learners in and out of a Language MOOC on English presentation. it also investigates the learner-reported reasons that encourage them to interact, and that prevent them from interacting with other learners. The results demonstrate that the level of learner–learner interaction was quite low in the LMOOC overall. More active learners cited a sense of belonging to the group and confidence in their English ability as the reasons for interacting with others, and less active learners reported a preference for F2F (face-to-face) interaction, lack of time and lack of English proficiency as factors preventing them from doing so. Learners also reported frequent use of personal communication tools to interact with other learners outside of the LMOOC. We conclude with a number of suggestions and implications for future LMOOC design, implementation and research.
Journal of Foreign Language Education and Technology, 2018
This study explores the potential of a digital storytelling (DST) project to foster learner auton... more This study explores the potential of a digital storytelling (DST) project to foster learner autonomy with the view that learner autonomy is not equivalent to independent learning and/or self-directed learning, but comprises both individual and collaborative elements, which can be exercised in a well-designed technological learning environment. The study incorporates both quantitative and qualitative research methods. The data were gathered from a class of university students learning English as a foreign language in Thailand (17 participants) via three instruments: questionnaires, semi-structured interviews and students’ reflections. The findings reveal that a DST project in a technological learning environment has great potential to afford students opportunities to exercise their capacity as autonomous language learners. The study concludes that any technological utilization, not necessarily just DST, aiming to promote learner autonomy needs to be carefully designed, using appropri...
The TESOL Encyclopedia of English Language Teaching
Technology in Language Teaching & Learning, 2019
MOOCs (Massive Open Online Courses) were first introduced to the wider public in 2008, with the f... more MOOCs (Massive Open Online Courses) were first introduced to the wider public in 2008, with the first language MOOCs appearing in 2012. Following the initial hype, a number of problems with the way MOOCs had been conceived and implemented have emerged from research and practical experiences. In this article we revisit some of the arguments for and against MOOCs, specifically for language education, and review some of the ways new forms of online learning environments are emerging, as well as new ways of using (elements of) MOOCs, for both teaching and research purposes. In particular, we focus on their potential for the collection, analysis and pedagogical application of large data sets through learning analytics and educational data mining. We argue that hybrid forms of online environments that better foreground social aspects of learning and that take better account of individual differences, have the potential to successfully support language learning on a large scale and to provide researchers and practitioners with unique insights into the language learning process.
Proceeding of International Conference on Language and Communication , 2015
In recent years, research on Instant Messaging has been growing with a shift from English-based C... more In recent years, research on Instant Messaging has been growing with a shift from English-based CMC to multilingual CMC. As a result, two main features of multilingual CMC have been widely investigated: language choice and code switching. However, the investigations remain at the linguistic level, placing their attention on describing linguistic features and analyzing them statistically. Taking a different perspective, this study is grounded in new literacy studies, viewing reading and writing as human activities rather than just decoding letters and words. The study investigates the language choice and code switching practices in LINE application of 16 Thai postgraduate students at Lancaster University. The study incorporates both quantitative and qualitative research methods. The data were collected from a group of Thai postgraduate students at Lancaster University (16 participants) via three instruments: (i) questionnaires, (ii) semi-structured interviews and (iii) chat logs. The findings reveal that the topic of conversation and language proficiency are important factors contributing to language choice and code switching practices in LINE among Thai postgraduate students at Lancaster University. However, a non-linguistic factor such as technological constraint especially with the phone keyboard is also found to be influential
GENTEFL Journal, 2016
Since the emergence of SLA rsearch, researchers have been interested in the factors contributing ... more Since the emergence of SLA rsearch, researchers have been interested in the factors contributing to success in second language acquisition. This study thoroughly researches a successful language learner who achieves a high English proficiency. The study utilizes in-depth interview as a principle research method. The interview is conducted both face-to-face and online. The results reveal that although there are many factors contributing to the participant " s success in English acquisition, learning motivation, intrinsic motivation in particular, appears to be the key to his success. Plus,
Journal of Foreign Language Education and Technology , 2018
This study explores the potential of a digital storytelling (DST) project to foster learner auton... more This study explores the potential of a digital storytelling (DST) project to foster learner autonomy with the view that learner autonomy is not equivalent to independent learning and/or self-directed learning, but comprises both individual and collaborative elements, which can be exercised in a well-designed technological learning environment. The study incorporates both quantitative and qualitative research methods. The data were gathered from a class of university students learning English as a foreign language in Thailand (17 participants) via three instruments: questionnaires, semi-structured interviews and students' reflections. The findings reveal that a DST project in a technological learning environment has great potential to afford students opportunities to exercise their capacity as autonomous language learners. The study concludes that any technological utilization, not necessarily just DST, aiming to promote learner autonomy needs to be carefully designed, using appropriate theoretical frameworks, and that the roles of cognitive and collaborative learning should be equally valued. Suggestions are made for further research, especially on the real contributions of DST to students' language improvement and motivation.
Modern English Teacher , 2018
A paper published in Modern English Teacher April 2018
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Papers by Napat Jitpaisarnwattana